Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 9 no. 4 (2023)

Integration of Gender and Development (GAD) Concept in the Development of Science Instructional Materials in San Andres District, Division of Quezon

Armando Florante

Discipline: Education

 

Abstract:

This research aimed to determine the Integration of Gender and Development (GAD) Concept in Developing Science Instructional Materials in San Andres District, Division of Quezon. This study attempted to find out the level and quality of gender and development concepts in developing instructional materials in terms of sex and gender, gender equality, gender sensitivity, and gender language. This study also sought an answer on the output to for the development of instructional materials with a proposed intervention program.This was done in the San Andres District of the Quezon Division. That methodology is used in the design of this qualitative descriptive study. Using a Likert scale, the researcher created a questionnaire with GAD coordinators, Master teachers, and science teachers performed as validating team.In light of the results, 125 instructional resources were evaluated. Along with 25 textbooks, this list also includes 20 modules, 15 magazines, 17 pamphlets, 8 journals, and 26 posters. The integration of gender concepts for the development of it was found to be "Fair" when instructional materials were grouped by quality, with the exception of the modules that were marked as "good," and it was found that the integration of gender concepts for development was "least integrated" when instructional materials were grouped by level, with the exception of the modules that were marked as "moderately integrated.”The study's findings led to the conclusion that the San Andres District Division of Quezon needs to improve the quality and degree of gender and development concept integration if it wants to pass as the least integrated state and become the most integrated state. It is acceptable to draw the conclusion that the curricular modifications made by the district's GAD focal person and school administrators have been successfully adopted by the teaching materials. The approaches for developing and implementing curricula must nonetheless be reinforced in order to move the level of integration from the least integrated to a moderately integrated level and from acceptable to good in quality.



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