(LEVEL OF SATISFACTION ON GENDER AND DEVELOPMENT PROGRAMS

AMONG HUMSS 11 LEARNERS)

A Quantitative Research Paper Proposal

Presented to the Faculty of Senior High School Department of
SHS in San Nicholas 3, Bacoor City, Cavite

In Partial Fulfilment of the Requirements to

Practical Research 1

by

RESEARCHERS’ NAMES

Cacho Marielle
Cellona, Dan Vence
Cuevas, Jhudielyn
Magdaluyo, Roseann
 SHS IN SAN NICHOLAS III, BACOOR CITY
SAN NICHOLAS III, CITY OF BACOOR, CAVITE

June 2024

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ACKNOWLEDGMENTS

We, the researchers would like to extend our gratitude to the people and organizations
behind the accomplishment of this paper. The people mentioned were all very helpful
academically and professionally.

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TABLE OF CONTENTS

Title Page --------------------------------------- 1

Acknowledgements --------------------------------------- 3

PROBLEM AND ITS BACKGROUND

Introduction --------------------------------------- 7

Statement of the Problem --------------------------------------- 8

Significance of the Study --------------------------------------- 9

Conceptual Framework --------------------------------------- 10

Scope and Delimitations --------------------------------------- 10

Definition of Terms --------------------------------------- 11

REVIEW OF RELATED LITERATURE

--------------------------------------- 13

METHODOLOGY

Research Design --------------------------------------- 26

Sampling and Participants --------------------------------------- 27

Research Instrument --------------------------------------- 27

Data Gathering Procedure --------------------------------------- 28

Statistical Analysis --------------------------------------- 28

Potential Ethical Issues --------------------------------------- 28

REFERENCES ---------------------------------------

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APPENDICES

Survey Questionnaire --------------------------------------- 45

Curriculum Vitae --------------------------------------- 4

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CHAPTER 1

PROBLEM AND ITS BACKGROUND

Introduction

In the study of Gurung and Rajbanshi (2020). Gender is a cross-cutting issue. It

persists not only in higher education but throughout the world (Khan, 2015). Higher

education is pertinent in building the learners‟ experience and shaping their perspectives

towards men and women. So integrating gender in the curriculum of higher education is very

important. The curriculum is also gendered as its contents are associated with gender aspects

in one or the other way. It is handled by male and female teachers differently from their

students of a different gender. Gender perspectives in the curriculum should be embedded as

it leverages gender equality and builds social justice. Blumberg (2015) highlights that

promoting gender equity in textbooks and classrooms will promote gender equality in the

country. Gender integration seeks to bring gender to the center of the curriculum by

examining how gender influences knowledge development and ways of knowing. It is

sensitive to the changing gender relations brought about by modernization and globalization.

Therefore, it is critical to assess whether the courses reflect male and female students’ needs

and life experiences, encourage equal participation, and promote gender equity through

activities countering negative stereotypes.

In the study of United Nations (UN) (2021) 30% of LGBTQAI+ community were

reportedly being assaulted, humiliated, or victimized against by others in the work

community because of their sexual orientation and gender identity of expression (SOGIE).

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The same survey revealed that 21% of Filipino individuals claimed their SOGIE was a factor

in their employment application being rejected. The nation received a score of 95 on the 2019

SPARTACUS Gay Travel Index, which evaluated nations based on factors including

marriage equality, transgender rights, and the presence of anti-discrimination laws. The

SOGIE Equality Bill can aid in the eradication of gender inequality and all of its detrimental

effects, including those on people’s physical and mental health. Even though we have

constitutional rights and statutory rights, there are still instances where individuals especially

those who are in the LGBTQIA+ community experience discrimination. Even men and

women experience gender inequality, women are assigned lower roles that are somewhat

devalued while males are given the more important, sophisticated jobs (Cheruto, 2018). And

these things will continue unless there’s a law will be made that protects individuals against

discrimination and gender inequalities such as SOGIE Bill.

This concern prompted the researchers to assess the satisfaction levels of learners at

SHS San Nicholas III in Bacoor City. Recognizing that discontent with the gender and

development program might hinder their cognitive abilities, it becomes imperative to delve

deeper. To address the unmet satisfaction among students regarding the gender and

development program, it is crucial to persist in refining and advancing this particular study.

Statement of the Problem

This study aims to determine the levels of satisfaction on school gender and development

program among HUMSS 11 learners.

1. What is the demographic profile of the learners in terms of:

a. Sex

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b. Section

c. Religion

2. What is the levels of satisfaction on school gender and development program

among HUMSS 11 learners?

a. Seminar

b. Symposium

c. Conference

3. Is there a significant difference between male and females in the satisfaction on

school gender and development program?

4. Is there a significant relationship between the religion and level of satisfaction on

gender development program?

Hypothesis

Based on the problems stated, the following hypotheses will be drawn:

1. There’s a significant difference between male and females in the satisfaction on

school gender and development program?
2. There’s no significant relationship between the religion and level of satisfaction on
gender development program?

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Significance of the Study

The aim of this research is to find out how satisfied HUMSS 11 learners are with the

gender and development program.

This study is expected to be important and helpful for the following:

Learners. The study could benefit the learners by having their voices heard, ensuring the

gender and development program meets their needs, contributing to a more satisfying and

impactful learning experience.

Teachers. The study could gain insights to customized teaching methods, making the gender

and development program more engaging and effective, enhancing overall student

satisfaction and understanding.

Parents. The study will benefit to parents by understanding how well the program aligns with

their expectations, ensuring their children receive valuable education on gender and

development, fostering support for the program.

School Administration. The study could Can use feedback to refine and improve the

program, enhancing its relevance and impact, ultimately contributing to a more positive

school environment.

Future Researchers. The study could interest researcher and academics to have a foundation

for further studies, building upon insights from this research to explore more nuanced aspects

of gender and development programs in educational settings.

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Local Government Unit (LGU). The study could also benefit the local government by uses

findings to align policies and initiatives with the needs of learners, fostering a more

responsive and community-driven approach to gender and development education.

Conceptual Framework

IPO Model

Figure 2. Conceptual Framework of the Study

Input. The input in the researchers’ study is also the independent variable. The first
input is the profile of the respondents (HUMSS 11 learners) which includes sex, section and
religion. The second input is the satisfaction on gender and development program toward
HUMSS 11 learners in SHS in San Nicholas III, Bacoor City

Process. The researchers will use the following process in studying the level of
satisfaction on gender and development program among HUMSS 11 learners. First in the

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process is the administering a survey questionnaire. The second process is the analysis of
statistics of the data gathered from the respondents.

Output. The output is the result expected by the researchers. The expected result by
the researchers is to determine the level of satisfaction on gender and development program
among HUMSS 11 learners in SHS in San Nicholas III, Bacoor City.

Definition of Terms

Gay. This refers to a man who is emotionally, physically, and/or sexually attracted to or

committed to other men.

Gender. This term refers the distinction between male, female, and genders which are a

combination of male and female, or neither male nor female.

Gender and Development. This term is used in the study as the development perspective

and process that is participatory and empowering, equitable, sustainable, free from violence,

respectful of human rights, supportive of self-determination and actualization of human

potentials.

Gender Inequality. This refers to a when individuals are treated unfairly based on their

gender, leading to disadvantages or discrimination.

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Gender Sensitivity. This term used in the study is to understand and give consideration to

socio-cultural norms and discriminations in order to acknowledge the different rights, roles &

responsibilities of women and men in the community and the relationships between them.

Gender Stereotypes. This term is refers to a fixed ideas about how people of different genders

should behave, which may limit individual freedom and expression.

LGBTQIA+. This refers to an inclusive term representing different sexual orientations and

gender identities, such as lesbian, gay, bisexual, transgender, queer, intersex, and others.

Lesbian. This refers to an identity label sometimes claimed by woman-identified people who

form their primary romantic and sexual relationships with other woman-identified people

SOGIE Bill. This term used in the study to determine the proposed law aiming to protect the

rights of individuals, regardless of their sexual orientation, gender identity, and expression.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This study aims to determine the level of satisfaction on gender and development

program among HUMSS 11 learners. This chapter provides in-depth information to discuss

the variables under gender and development program. This gave the researchers enough

background about the present study.

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FOREIGN:

Gender Stereotypes Have Changed: a Cross-Temporal Meta-Analysis of U.S

According to Eagly, et al. (2020). Since the mid-20 th century, dramatic change has

taken place in gender relations in the United State, as illustrated by women’s labor force

participation rising from 32% in 1950 to 57% in 2018 and men’s falling from 82% to 69%

(U.S. Bureau of Labor Statistics, 2017,2018b). Women also now earn more bachelor’s,

master’s, and doctoral degrees than men, unlike decades ago (Okahana & Zhou, 2018). Given

such shifts, consensual beliefs about the attributes of women and men- that is, gender

stereotypes- should have changed. Testing this proposition required assembling a unique data

s et that consists of assessments of stereotypes in nationally representative public opinion

polls.

Gender stereotypes are ubiquitous because the social category sex, which divides

most humans into two groups based on their reproductive functions, is fundamental to human

cognition and social organization. Even young children recognize this grouping (Martin &

Ruble, 2010). They then begin to understand the meaning of these categories through

observation of the behaviors and events linked with each sex. Throughout their lives,

individuals receive extensive information about women and men from direct observation as

well as indirect observation through social sharing and cultural representations. As a result,

most people acquire some version of their culture’s gender stereotypes.

Gender Assessment of Teacher Education Curricula: A Case Study of Kathmandu

University, School of Education

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In the study of Gurung and Rajbanshi (2020). Gender is a cross-cutting issue. It

persists not only in higher education but throughout the world (Khan, 2015). Higher

education is pertinent in building the learners‟ experience and shaping their perspectives

towards men and women. So integrating gender in the curriculum of higher education is very

important. The curriculum is also gendered as its contents are associated with gender aspects

in one or the other way. It is handled by male and female teachers differently from their

students of a different gender. Gender perspectives in the curriculum should be embedded as

it leverages gender equality and builds social justice. Blumberg (2015) highlights that

promoting gender equity in textbooks and classrooms will promote gender equality in the

country. Gender integration seeks to bring gender to the center of the curriculum by

examining how gender influences knowledge development and ways of knowing. It is

sensitive to the changing gender relations brought about by modernization and globalization.

Therefore, it is critical to assess whether the courses reflect male and female students’ needs

and life experiences, encourage equal participation, and promote gender equity through

activities countering negative stereotypes.

Scaling Gender and Sexual Diversity Policies in K-12 Schools

According to the study of McQuillan (2021). As policy debates concerning LGBTQ+

students and staff continue across The American education system, there is not a clear

description of the Prevalence of local policy protections, even in states with legislative

mandates, nor a strong understanding of how to expand reform initiatives. After conducting a

document analysis of policies with a statewide, representative sample of districts, this study

uses Illinois as a case study to describe several educational policy levers to scale gender and

sexual diversity (GSD) reforms across federal, state, intermediary, and local institutions. The

results indicate all districts complied with top-down legislative mandates, but few policies

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referenced gender or sexual diversity if not state-mandated. A minority of districts enacted

policies through administrative guidance (27%), often using language from a state

intermediary organization. Results from the regression analysis suggest local factors, such as

district size, per pupil spending, and rurality, contribute to adopting guidance, but not policy

protections.This study indicates both top-down and bottom-up pathways matter for expanding

GSD-related reforms.

Preventing Gender-Based Violence Among Adolescents and Young Adults: Lesson from

25 Years of Program Development and Evaluation.

As stated by Crooks et al. (2019), effective prevention of intimate partner violence

(IPV) among adolescents and young adults is a key strategy for reducing rates of genderbased

violence (GBV). Numerous initiatives have been developed and evaluated over the past 25

years. There is emerging evidence about effective strategies for universal prevention of

dating violence in high school settings and effective bystander interventions on university and

college campuses. In addition, there have been some effective practices identified for specific

groups of youth who are vulnerable to victimization (either based on past experiences of

exposure to domestic violence or previous dating victimization). At the same time, though

our evidence about school and college-based interventions has grown, there are significant

gaps in our knowledge of effective prevention among marginalized groups. For example,

there is a lack of evidence-based strategies for preventing IPV among Indigenous youth;

lesbian, gay, bisexual, transgender, questioning+ [LGBTQ+] youth; and young women with

disabilities, even though these groups are at elevated risk for experiencing violence. Our

review of the current state of evidence for effective GBV prevention among adolescents and

young adults suggests significant gaps. Our analysis of these gaps highlights the need to think

more broadly about what constitutes evidence. We identify some strategies and a call to

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action for moving the field forward and provide examples from our work with vulnerable

youth in a variety of settings.

Gender, development, and health

According to Cooper et al. (2021), in 2018 it was estimated that at least half of the

world’s 7.3 billion people do not receive the essential health services they need, with

substantial unmet need for a range of specific interventions (Mandahar et al. Citation2018).

Health systems and the ways in which communities interact are not gender neutral and are

too often rooted in gender inequality. Women and girls face greater risks of unintended

pregnancies, sexually transmitted infections including HIV, cervical cancer, malnutrition,

lower vision, respiratory infections, and elder abuse (World Health Organization (WHO)

Citation n.d). WHO figures show that about one in three women worldwide have experienced

either physical and/or sexual intimate partner violence or non-partner sexual violence in their

lifetime (ibid.). These risks are shaped too by other axes of inequity, such as race. American

Indian/Alaska Native and Black women are two to three times as likely to die from a

pregnancy-related cause than white women (Centers for Disease Control Citationn.d.). This

disparity and injustice is also reflected in the UK, where between 2014 and 2016 the rate of

maternal death in pregnancy was 8 in 100,000 white women, compared with 15 in 100,000

Asian women and 40 in 100,000 Black women (Anekwe Citation2020). Harmful

gender norms, such as constructions of masculinity, can also negatively affect men and boys,

with wide-reaching implications, including for mental health. Specific notions of masculinity

may encourage boys and men to smoke, take sexual and other health risks, misuse alcohol,

and not seek help or health care (WHO Citationn.d.). People with diverse gender identities

can experience exacerbated violence, stigma, and discrimination within communities and in

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health-care settings, leading to an increased health risk and severe mental health challenges,

including suicide (WHO Citation n.d.).

Domestic Violence Against Women and Adolescent Girls in a Rural Region of West

Bengal

According to Sakar (2020). The most prevalent form of violence against females

worldwide is domestic violence. Domestic violence against females is a serious public health

concern in every community and culture. It has drawn attention from the medical community

because it has a negative and harmful impact on the mental, physical and social health of

females. World Health Organization (WHO) has defined domestic violence as “the range of

sexually, psychologically and physically coercive acts used against adult and adolescent

women by current or former male intimate partners”.(1,2) Violence is often not restricted to

the current husband, but may extend to boy friends, former husbands and other family

members such as parents, siblings and in-laws.

Domestic violence against women is highly prevalent in India and the women usually

try to hide it. Particularly wife beating or physical mistreatment is a very common

phenomenon in many Indian homes. The percentage of women who are exposed to violence

by their husbands is 45% in India.(3) Despite this widespread prevalence, such violence is not

customarily acknowledged and has remained invisible. Background conditions of females are

found to play a significant role in domestic violence. It is often difficult to conduct research

on violence against females, since most females are reluctant to disclose information they

consider confidential and intimate. For eliminating domestic violence against females, it is

critical to understand the context of violence and social constructs, which support its

perpetuation. There is little empirical data on prevalence of domestic violence and its

determinants in India, which needs urgent attention. Particularly, it is important to understand

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this serious problem in a rural low socio-economic condition with poor educational and

economic background of the females.

LOCAL:

Gender and Development Implementation in Masbate State College Philippines

As stated by Aguilar-Delavin (2017), many years the enlightenment for women in the

society has grown bigger, it may be in workforce, politics, business and the like. Hence, the

intensive engagement of activists and researchers with the development establishment has

turned “gender” into a legitimate policy issue for institutions and movements operating at

different levels. Yet gender inequalities in power continue to be a persistent and integral

feature of the modern world and its institutions – whether markets and macroeconomic flows;

states, political parties and social movements; or the intimate sphere of family, household and

community. Transformative agendas of social change are constrained not only by the

continued dominance of market orthodoxy in some important arenas of policy making, but

also by shifts in geopolitics, and new forms of religious and cultural politics that are being

played out at global, national and sub-national levels[3]. In the Philippines, the National

Commission on the Role of Filipino Women (NCRFW) now Philippine Commission on

Women (PCW) in 2001 came up with a tool named Gender Mainstreaming Evaluation

Framework (GMEF) that will serve as guide for the agencies in assessing the levels of

Gender and Development (GAD) mainstreaming and identify areas of strengths and pointers

for improvement. With an expanded mandate from the Magna Carta of Women or Republic

Act 9710 (PCW) which is to lead in ensuring that government agencies and local government

units should be capacitated on GAD, hence updating the policies and guidelines in GAD

Mainstreaming is a necessity and led to enhancing the GMEF as a response to the call of

time. In addition, Section 37 of the Implementing Rules and Regulations (IRR) of the law

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mandates all government agencies, offices, bureaus, instrumentalities, State Universities and

Colleges (SUCs), Government-owned and Controlled Corporations (GOCCs) and LGUs to

“pursue the adoption of gender mainstreaming as a strategy to promote and fulfill women’s

human rights and eliminate gender discrimination in their systems, structures, policies and

programs, processes and procedures. Hence, what is gender mainstreaming? This focuses on

the substantive work on the organization-it is not just about achieving a gender balance in

those organizations, it is also identifying concrete actions to promote gender equality, making

all the goals explicit in all processes and documents and it is a complementary strategy to

women’s empowerment (CHED) approved a Special Order creating a CHED GAD Focal

Committee and Secretariat which initiated GAD programs of the commission. Thereafter, the

commission approved the constitution of GAD Focal Committee on the set of guidelines and

policies to be followed by Higher Education Institutions or HEIs in the implementation of

GAD projects, activities and programs in their respective offices. With assigned agency

overseer for every SUCs or HEIs such as, the Commission on Audit and the Philippine

Commission on Women. Thus, Gender Mainstreaming in Higher Education Institutions is

therefore essential not only to individuals but also National Development, higher education

being the essential site for facilitating the skills, knowledge and expertise important in

economic and social development (CMO. No 1 s2015). Hence, a GMEF tool is used to

measure the extent of the gender mainstreaming efforts of the organization, it is also meant to

assist the Gender and Development Focal Point System (GFPS) in measuring gains and

successes, as well as pinpoint areas of improvement in the way the institution mainstream

gender and development after three years of implementation. It is a benchmark on how far the

institution made initiatives and advocacies along gender and development. The study will be

significant not only in the GAD office but also to the institution as well if given important

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actions on the result of the study that will ensure gender equality and equity using a gender

mainstreaming strategy.

Philippine Laws Promoting Gender Welfare and Equality

According to Mendoza (2019), the Republic Act 9710, the Magna Carta of Women

was approved in 2009 promotes empowerment of women and pursues equal opportunities for

women and men and ensures equal access to resources and to development results and

outcome. The law also stipulates that the State realizes that equality of men and women

entails the abolition of the unequal structures and practices that perpetuate discrimination and

inequality. With this, the State shall provide the necessary mechanisms to enforce women’s

rights and adopt all legal measures necessary to foster and promote the equal opportunity for

women to participate in and contribute to the development of the political, economic, social,

and cultural realms. Too, the State ensures the full integration of women’s concerns in the

mainstream of development by giving them opportunities to enhance their potentials

maximize their potentials and obtain jobs.

Filipinising colonial gender values: A history of gender formation in Philippine higher

education

As stated by Rodriguez (2022), the complicated colonial history of the Philippines

impacts notions of gender in the Islands. Specifically, institutions with strong foreign roots,

such as universities, maintain and challenge gender relations. The Philippines sees multiple

gender issues in universities despite government-mandated gender mainstreaming policies for

education (CMO-1), yet the influence of colonial values remains overlooked. This article

contributes to philosophising Philippine education by providing the history of the country’s

universities and their role in shaping gender relations. A threefold model of gender structures,

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relations of power, production and cathexis (emotional attachment), frames historical

literature during the Philippines’ Spanish and American colonial periods and contextualises

the country’s gender order. The interplay of religion and higher education during the

Philippines’ Spanish colonial period reveals why sexuality remains policed by education

institutions. The gendering of courses during the American Colonial period details the

feminisation of certain disciplines and occupations. Harmful manhood practices adopted

during this period continue to affect men in university systems through Philippine fraternities.

Lastly, private education perpetuates and maintains power among the elite. The evolution of

the Philippine university provides points for analysis for gender issues. These become

building blocks to the discourse surrounding the Filipino philosophy of education, by

understanding facets of Filipino identity construction, and proposing avenues to explore when

decolonising the university.

The Pantawid Pamilyang Pilipino Program (4Ps) and gender equality

The 4Ps provides cash grants to poor households conditional on satisfying specific

requirements. The conditions include school attendance of children for 85 percent of the

school days, regular health checkups for mother and children and attendance in family

development sessions. In 2014 the education grant was extended from children 0 to 14 years

to up to 18 years and increased from 300 per child per month regardless of school level to

500 per child per month for those in secondary school. But unlike in other countries, like

Mexico, the grants are the same for both boys and girls. The program can support up to three

children and transfers are given to the mother. It would be interesting to know whether the

cash grants provide a dent on the educational gap between boys and girls. Survey data

collected to evaluate 4Ps provides indication of narrowing the education gap between male

and female children of poor households because of the program. The question is: If other

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factors were kept the same, would giving cash transfers to poor households as 4Ps does result

in a significant reduction in boy girl education gap. Interestingly, randomized control trial

(RCT) of 4Ps indicates that the favourable effect of conditional income transfer on the

education outcomes between boys and girls are the same in the case of enrollment for all age

groups but higher for boys in terms of school attendance for children 6 to 11 years old and

similar for other age groups (DSWD and WB 2014). The second wave evaluation using

regression discontinuity design (RDD) also showed similar results with no difference in

enrollment rates impact for boys and girls for all age groups but significantly higher school

attendance rates for boys in the elementary (6 to 11) age group (DSWD 2014). This indicates

that while undifferentiated cash transfers between boys and girls may have no differential

impact on the enrollment between boys and girls, it has improved the frequency of school

attendance of boys which is expected to generated better education outcomes for them. It is

worth noting, however, that in Mexico the conditional cash transfers (CCT) program has a

significantly larger effect on the education of poor girls, where their secondary education

enrollment rate is lagging that of boys. Part of the reason is that Mexico’s CCT program

gives households more grant money for girls’ than for boys’ education. The idea behind this

differential is to motivate households to keep their children enrolled in secondary schools

(Parker and Todd, 2017; Parker and Vogl, 2018). It also probably helps that Mexico’s CCT

amount per student is quite substantial, at least compared to that of 4Ps. The bottom line is

that by providing a higher amount of cash transfers for girls’ education the Government sends

a strong signal and economic incentive for households to enroll them in secondary education.

The SOGIE Bill in the Philippines

According to a study of United Nations (UN) (2021) 30% of LGBTQAI+

community were reportedly being assaulted, humiliated, or victimized against by others in the

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work community because of their sexual orientation and gender identity of expression

(SOGIE). The same survey revealed that 21% of Filipino individuals claimed their SOGIE

was a factor in their employment application being rejected. The nation received a score of 95

on the 2019 SPARTACUS Gay Travel Index, which evaluated nations based on factors

including marriage equality, transgender rights, and the presence of anti-discrimination laws.

The SOGIE Equality Bill can aid in the eradication of gender inequality and all of its

detrimental effects, including those on people’s physical and mental health. Even though we

have constitutional rights and statutory rights, there are still instances where individuals

especially those who are in the LGBTQIA+ community experience discrimination. Even men

and women experience gender inequality, women are assigned lower roles that are somewhat

devalued while males are given the more important, sophisticated jobs (Cheruto, 2018). And

these things will continue unless there’s a law will be made that protects individuals against

discrimination and gender inequalities such as SOGIE Bill.

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CHAPTER III

METHODOLOGY

This chapter presents the research design, sampling and participants, research

instrument, data gathering procedures, statistical analysis of data, and the potential ethical

issues that were used in the study to determine the level of satisfaction on gender and

development program of the students in SHS in San Nicholas III, Bacoor City.

Research Design

This descriptive study used a quantitative research design to determine the level

of satisfaction on gender and development program among HUMSS 11 learners in SHS San

Nicholas III. Descriptive designs were frequently used to provide an accurate portrayal or

account of characteristics of a specific individual, situation, or group. A descriptive study was

one that was designed to describe the distribution of one or more variables, with no regard for

any causal or other hypothesis. This design is to provide a comprehensive and accurate

picture of the population or phenomenon being studied and to describe the relationships,

patterns, and trends that exist within the data (Sirisilla, 2023).

The chosen design of the study was appropriate for the research goals as it

enabled the researchers to gather reliable and pertinent data. Additionally, the design allowed

the researchers to understand the level of satisfaction on gender and development program at

SHS in San Nicholas III in Bacoor City, Cavite.

Sampling and Respondents

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This study will use a convenience sampling which is a non-probability sampling

method where data is collected from an easily accessible group of people. This sample

method doesn’t require a random selection of participants based on any set of criteria (like

demographic factors) — instead, researchers can subjectively select people at random, who

are happy to be approached and become part of the research (Qualtrics, 2023)

Mahmutovic (2023) stated that Non-Probability sampling is a fast and inexpensive

way to collect data. Little research is required prior to surveying as the researcher simply

seeks out those easily within reach. If the researcher conducts non-probability sampling

through an online platform, it becomes even easier as there are no geographical limits.

HUMSS 11 learners from SHS in San Nicholas III will serve as the respondents of

this study. The total number of respondents is determined through the use of Slovin’s

formula. It is used to calculate the minimum sample sized needed to estimate a statistic based

on an acceptable margin of error (Zach, 2023).

Equation 1: Slovin’s formula is calculated as:

N = N / (1 + Ne2)

Where:

N: Sample size needed

N: Population size

E: Acceptable margin of error

Research Instrument

Data Gathering Procedure

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SAN NICHOLAS III, CITY OF BACOOR, CAVITE

The research will involve in-person administration by the researchers, who will

conduct interviews and distribute a survey questionnaire to each participant. The primary data

for this study will be gathered through a custom survey questionnaire, probing into

demographic profile, the level of satisfaction on schools gender and development program,

and personal experiences. The collected survey data will undergo statistical analysis.

Following data collection, the researchers, in collaboration with a statistician, will organize

and the survey findings. Additionally, participants will be required to provide a letter of

consent before participating in the study, outlining their agreement to take part in the

interviews and complete the survey.

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SAN NICHOLAS III, CITY OF BACOOR, CAVITE

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