Chapter 2

LITERATURE REVIEW

This chapter present the different literature and studies from other source

that are related to the study “Impact of Level of Gender Equality Awareness to the

Academic Performance of Senior High School”

Review of Related Literature

Foreign

This paper analyses the efficacy of the Gender Equality Matters (GEM)

educational programme in raising awareness, building confidence, and enhancing

capacity levels among children to tackle gender stereotyping, gender-based bullying

and gender-based violence (GBV). While many primary schools are open to engaging

children in the aforementioned topics, current literature perceives the lack of age-

appropriate classroom materials, curriculum overload, and specific training for both

parents and teachers, as existing barriers. GEM is an EU-funded project, including

over 2,500 participants across five partner countries (Ireland, Spain, Italy, The

Netherlands, Greece). This paper focuses on the children who participated in this

study in the Irish primary school context (aged 10–13 years old). Pre- and post-

questionnaires, semi-structured focus groups, visual cues, and lesson evaluations

were utilised to gain an insight into the effectiveness of the GEM programme on this

target group (n = 693). Post participation findings indicate that pupils reported a

better understanding of gender equality relevant terminology, and increased

confidence levels were they to be a victim of, or witness to, gender stereotyping,

gender-based bullying and GBV. Overall, the findings suggest a need for primary

school education programmes on the above topics. Although there have been many

efforts to promote gender equality, including legislative and policy changes, our
findings highlight the positive and enduring role of whole-school community

educational programmes, like GEM, to instil societal change, to inspire and empower

at both national and global levels. The gender gap in academic performance has

been examined not only in terms of school grades and performance but also in terms

of other aspects of academic life. For example, Bugler et al. (2015) suggested that

females have higher motivation levels and better adaptation.

LOCAL

The goal of education is not just the facilitation of academic knowledge but

also the expansion of understanding of concepts and issues which impact classroom

experiences. This study looked into students’ level of awareness of gender laws, their

perceptions of gender stereotypes, gender discrimination, and gender equality, and

their views on gender issues as experienced in the classroom. Participants consisted

of one hundred one (N=101) senior high school students from Lapu-lapu City, Cebu,

Philippines. A mixed methods approach was used, which consisted of a survey

protocol and a focus group discussion. Results show that there is moderate

awareness of gender laws and mandates, disagreed on the presence of gender

discrimination inside the classroom, and a neutral attitude towards gender tasks and

perceived gender equality in the classroom. Thematic analysis revealed five themes:

(1) perceived differences in behaviors between girls and boys inside the classroom;

(2) perceived favorable attention given by teachers to boys than girls; (3) Science/

academic subjects go beyond gender; (4) equal right to learn regardless of gender;

and (5) experiences on gender discrimination in the classroom.

Amidst all the positive developments to promote gender equality in the

Philippine educational system, this research hoped to examine how gender equality

is promoted in a higher educational institution (HEI). It aimed to examine gender

equality in the leadership and operations of a selected HEI in the Philippines. It

utilized female-male ratios to analyze gender equality on areas of leadership,

decision-making, gender composition, academic rank, promotions, and professional

development opportunities. Although the data showed male-dominance in the area

of top management, there are more females in terms of composition and

membership. Management is not of the authoritarian method since the university

religiously practices participatory approach in decision-making. Such arrangement

allows female members to voice out their concerns and gain support of other

members. Furthermore, the relatively big number of female teachers allows women

to impart knowledge to students, which are not only academic topics but gender-

related issues as well. This exchange of ideas allows gender issues to be discussed in

a more open manner.

The goal of education is not just the facilitation of academic knowledge but

also the expansion of understanding of concepts and issues which impact classroom

experiences. This study looked into students’ level of awareness of gender laws, their

perceptions of gender stereotypes, gender discrimination, and gender equality, and

their views on gender issues as experienced in the classroom. Participants consisted

of one hundred one (N=101) senior high school students from Lapu-lapu City, Cebu,

Philippines. A mixed methods approach was used, which consisted of a survey

protocol and a focus group discussion. Results show that there is moderate

awareness of gender laws and mandates, disagreed on the presence of gender

discrimination inside the classroom, and a neutral attitude towards gender tasks and

perceived gender equality in the classroom. Thematic analysis revealed five themes:

(1) perceived differences in behaviors between girls and boys inside the classroom;

(2) perceived favorable attention given by teachers to boys than girls; (3) Science/

academic subjects go beyond gender; (4) equal right to learn regardless of gender;

and (5) experiences on gender discrimination in the classroom.

Review of Related Studies

Evidence from TIMSS 2015 indicated that 4th-grade boys outperformed girls

in mathematics in about one-third of the countries that took place, while for 8th

grade, this figure is reduced to one-sixth (Mullis et al., 2016). In a meta-analytic

study, Voyer and Voyer (2014) found that females appear to have higher school

grades in language-based subjects and STEM subjects than males. Ajai and Imoko

(2015) found that male and female students did not significantly differ in

achievement and retention scores in mathematics.

Gender differences in academic performance have engaged the attention of

scholars for some time now (see Hung et al. 2012; Jackman and Morrain-Webb

2019; Morita et al. 2016; Sparks-Wallace 2007). Indeed, males in the past have had

a higher enrolment in STEM subjects at the tertiary levels of education compared to

females, and their overall academic performance was rated higher than females

(Ullah and Ullah 2019). This situation often translated into employment opportunities

for males in science and engineering professions, whilst also allowing them to occupy

high-ranking positions in these professions (Maltese and Cooper 2017).

According to Sparks-Wallace (2007), males’ comparative advantage when it

comes to academic performance in time past reinforced the notion of males’

intellectual superiority over females and often disregarded the structural

impediments and stereotypes that inhibited females’ academic abilities, especially in

the sciences. Recent studies in the developed world have shown a reversal in

academic performance between males and females, with females outperforming

males in almost all disciplines at various levels of the educational ladder (see Grant

and Behrman 2010; Tshabalala and Ncube 2016; Morita et al. 2016; Perez-Felkner et

al. 2012; Workman and Heyder 2020). Workman and Heyder (2020) argue that
females seem to do better than males in language and the arts, as well in the natural

sciences, despite the latter being a traditional area of male dominance. You and

Sharkey (2012) further note that females improved academic performance at

elementary and higher levels of education is not because they are enrolling in easier

classes or courses, but rather reflects the competencies they possess in all

educational fields.

Recent studies in developing countries have also shown marked improvement

in female academic performance (Ullah and Ullah 2019), and this is against the

backdrop of persistent challenges with access to education, and under-

representation in STEM programmes at the undergraduate and postgraduate levels.

Further, the results from these studies challenge the notion that males perform

better and are fit for science and maths subjects than females (Workman and

Heyder 2020).

Contrary to recent studies from other parts of the world pointing to the

improved academic performance of females, the majority of the studies conducted in

Ghana show that males outperform females, especially in mathematics and science

subjects (see Kyei and Benjamin 2011; Oppong 2011; Armah et al. 2021). Whilst the

above studies from Ghana have been useful, and justify the need to pay attention to

female students and provide them with the necessary support to enhance their

studies in mathematics and science-related subjects, there are relatively unexplored

areas that require research attention to better understand academic performance

between males and females studying STEM educational programmes in Ghana. First,

extant studies on academic performance between male and female students have

focussed largely on performances at the high school levels, with little attention given

to academic performance between male and female students at the university or

tertiary levels. Focus on the tertiary level is important because at that stage there is
a clear path towards a career that one may want to pursue and therefore it is

expected that students will make much effort to excel academically at this level

(Santiago et al. 2008). Second, comparative studies on the academic performance of

male and female students at different stages of their education ladder are limited.

Such a study is important given that academic performance does change as one

progresses in their education (Walberg 2010; Johnson 2014).

This study describes the academic achievements of male and female online

and distance learners who have completed their degrees at the University of the

Philippines Open University. It uses the cumulative grade point average (CGPA) and

average completion time to measure the learners' academic achievement. This study

aims to provide considerable evidence to determine if there is a significant gender

difference in the learners' academic achievement. The data were retrieved from the

Office of the University Registrar's database. The data extracted included all

graduates from 1995-2015, their gender, CGPA, and average completion time by

program type, program level, and faculty of studies. Results show that most are

female (68.42 %) compared to males (31.58%). The two groups also have a

marginal difference in CGPA and average completion time. The male has a slightly

higher CGPA and a shorter average completion time than its female counterpart. The

results of the study were illustrated in tables and graphs. For further study,

inferential statistics is recommended to validate the significance of the gender

disparity in the learners' academic performance.

Many Gender and Development programs and activities were being

conducted, improved and implemented to raise concerns to lessen and totally

remove the gender gap or inequality issues. To determine the difference and level of

awareness between women and men of DepEd Senior High School in Division of

Tanauan, a survey was conducted in the said Division. The result of the survey was
analyzed by computing the weighted mean and thru analysis of variance. As end

result, the profile of Personnel denoted no significance on the level of awareness on

Gender Equity issues except on the length of service that proved to be significant in

measuring awareness on Gender Sensitivity issues. Further studies on the review of

issues that gained low scores, methods of conducting sessions on GAD and degree of

execution of GAD programs in the Division is recommended.

Conceptual Framework

The paradigm of the research work is the I.O.P (Input, Process, Output) that

aims to explain the relationship between the aspect that this research has to find out

specifically, the respondents' profile in terms of Age, Gender, Track and strand.

This study covers the Gender Equality Awareness to the Academic

Performance to the respondents which can be found in the fish box lebel as

"Input".

Together which the steps that the researchers have to undertake to

successfully gather data mainly, survey and sending questionnaire to google forms,

which can be find on the second box label as "Process".

With the overall product or "Output" of this research that will be produced it

is the achieved results or the outcome of the input and process

 Input Process Output

1)Respondent's Age, Gender,

Track and Strand.
2) What is the level of awareness
among senior high school students
at Telbang National High School?
Floating and restrieval of Floating and restrieval of
3)What are the gender disparities
questionnaire and checklist. - questionnaire and checklist. -
in terms of:
Presentation, analysis and Presentation, analysis and
4. Is there a significant interpretation of data that will be interpretation of data that will be
relationship between the level of gathered. gathered
gender equality awareness and
gender disparities in the academic
performance of Senior High School
students?
Figure 1: Paradigm of the Research Work