1. Oeste National High School, Tarangnan, Philippines.

*             Correspondence: se.saludar@gmail.com

Keywords: mathematics achievement, SDL, learners, modules, grade

1. INTRODUCTION

Women have been discriminated against historically. In conventional social systems, they exclusively held lesser ranks relative to males. The Holy Scriptures say Apostle Paul did not encourage or allow women to speak in congregations. In male-dominated societies, males were the only ones permitted to speak, wield ecclesiastical power, and educate; women were mostly utilized for home chores, if not for leisure. But in contemporary times, the socio-evolutionary development of the society and the dynamism of culture changed the traditional configuration of gender roles ascribed to both sexes [1]. Among those who challenged people’s gender understanding, attitudes, actions, and norms was American sociologist [2] He developed a whole new paradigm for change in the United States. He battled for women’s liberation to guarantee their total equality with men in social and political systems. Ward’s efforts helped to liberate women in many ways. Around the world, society’s gender disparity remains a real problem for the international community. Since it is believed to be the key to improving the situation of both men and women, global awareness is considered the most crucial instrument for achieving gender equality and women’s empowerment [3]. There is increasing collaboration between international organizations and national governments on the issue of gender equality; the emphasis is on developing and enhancing women’s conditions as well as their society [4] In the Philippine setting, Gender and development (GAD) is a developmental approach to balance men’s and women’s roles, circumstances, and interactions in the [5] Furthermore, the Gender and Development Program (GAD) is a progressive viewpoint and participatory, empowering process free from violence, respectful of human rights, supportive of self-determination and the realization of human potentials, according the Magna Carta of Women (Republic Act No. 9710). It could be possible to solve and handle the gender-related issues and concerns keeping women from realizing their full potential [6]. A 2004 DBM-NEDA-NCRFW Joint Circular claims this approach not only seeks to include women in the development process but also to always seek innovative and fresh methods to transform unjust social and gender dynamics into opportunities that would help both men and women equally. The Philippines is institutionalizing the Gender and Development program in every institution including the educational sectors with the said circular to further mainstream the GAD [7] According to DepEd Order No. 32, s. 2017, the goal of the gender-responsive basic education policy is to enable the DepEd to engage in 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 [8]. The above-mentioned policy applies to DepEd officials and staff, private elementary, junior, and senior high school officials and staff, students in public and private elementary, junior, and senior high schools, as well as students enrolled in learning centers for special education and alternative learning systems. The DepEd Samar Division also seeks to incorporate Gender and Development in every School in the Division with the implementation of the DepEd Order No. 32, s. 2017 via the programs and training for the school heads, GAD Coordinators, and other DepEd Officials. The 2022 Annual Report of Gender and Development Focal Point System of Samar Division states that after several occurrences of gender-based violence in schools, including transgender girls being ordered to cut their hair and being required to wear a uniform for male students, and many other forms of Gender-related concerns despite the strong will of the Division to fully mainstream the Gender and development in the school [9]. Particularly in the area of Tarangnan, every secondary school in the area also suffers from the aforementioned gender-related concerns [10]. Therefore, the study seemed to determine how far Gender and Development Implementation is carried out in the District of Tarang nan’s secondary schools. The outcome of this study would allow the administration to create intervention programs and policies that would facilitate the mainstreaming of the GAD in the district and Samar Division in general. Using the Gender Mainstreaming Evaluation Framework (GMEF), the study is centered on assessing the execution of GAD programs, activities, and projects of Secondary Schools in Samar Division. The purpose of this study is to assess how well Gender and Development programs are being implemented in the secondary schools in Tarangnan District, Samar Division [11]. The degree of knowledge of GAD Programs has no major effect on the Level of Implementation of Gender and Development in Schools. The Level of awareness and implementation of Gender and Development in the school is addressed by the responders. The responders also list the issues they have run into in the execution of Gender and Development Programs in Schools. The required facts and interpretations are then be extracted from the questionnaire by means of data analysis. Respondents provided with feedback so they know the findings of the survey; then, the findings generated new rules and guidelines for the execution of Gender and Development Programs in the district and division in general. The Social Cognitive Theory of Gender Development and Differentiation by [12] is the theoretical foundation for this study. It posits that gender-based human differentiation is a fundamental phenomenon that impacts various aspects of people’s daily lives. The theory explains how gender conceptions are formed from a complex web of interconnected social forces acting on various societal subsystems. The study’s results benefit the Division Gender Focal Point System (GFPS), Division GAD Focal Person, District Supervisors, School Heads, Faculty, Students, and future studies. The study focused on the implementation of Gender and Development Programs and Projects in Tarangnan Districts. The study involved School Heads, GAD Coordinators, faculty members, and SSG Officers as major respondents. Terms used in the study include Gender and Development (GAD), Gender Equality, Gender Mainstreaming, Women’s Empowerment, and Gender Mainstreaming. GAD refers to a participatory, empowering, equitable, sustainable, free from violence, respectful of human rights, and supportive of self-determination and actualization of human potential. Gender Mainstreaming involves making women’s concerns and experiences an integral dimension of policy design, implementation, monitoring, and evaluation. Women’s empowerment is an essential process for women’s advancement, enabling them to make decisions based on their views and perspectives.

2. MATERIAL & METHODS

The study used a descriptive–correlational approach of Quantitative study; hence, this is the most suitable approach for the study. According to [13], it is meant to get knowledge on the present situation, condition, or trend and handle what is currently in place. The study investigated the reasons of a particular occurrence and to describe the character of a situation as it exists at the time of the inquiry. Since it aims to find the secondary school community of Tarangnan District’s knowledge of Gender and Development (GAD) as a possible basis for its broad dissemination of information, the descriptive study method is a suitable match for this study. The Correlational approach, therefore, define the causal link between the study variables. Knowledge of GAD and problems experienced during program execution, as well as a quantitative method called a Correlational and descriptive survey, can let one evaluate the degree of program implementation in terms of the program profile, activities, and projects. A researcher-created questionnaire semi-anchored to the Gender Mainstreaming Evaluation Framework or GMEF of the Philippine Commission on Women are used to accomplish this. A one to five Likert scale will be used. The study surveyed-questionnaire is divided into three major sections: First part. The questionnaire assessed the Profile of the respondents which consists of the Name of the School, Name of the Respondents, and Designation. This section of the questionnaire covers the Program Profile and Program Application to the institution. Section III. The questionnaire also asks the respondents about their knowledge of the Department of Education’s Gender and Development Programs. Scale of Likert. The study questionnaire the respondents will be using the following Likert scale to indicate their views of the Programs and Applications of GAD in School; 1 – No Implementation, 2 – Low Level of Implementation, 3- Medium Level of Implementation, 4 – High level of Implementation, and for 5 – Advanced level of Implementation. The following Likert scale will be used for Part III, the Awareness of the responders to the GAD PAPs: 1- Not at all aware, 2- Slightly aware, 3- Somewhat aware, 4- Moderately aware, and 5- Extremely aware. The researcher will use content validation/expert validation to determine the instrument’s validity. The panel of experts made up of (1) Division GAD Focal Person or Coordinator, (2) University GAD Director, (3) District GAD Coordinator, and (4) Education Program Specialist for Gender and Development would be provided the survey-questionnaire. The ratings, remarks, and recommendations will evaluate the validity and dependability of the study surveyed questionnaire. The study used a non-random sample approach to identify the population to be investigated. The researcher will use purposive sampling as the study will be conducted in Tarangnan, District, one of the Academic Districts of Samar Division. The researcher will calculate the number of respondents in each secondary school with 95% or 0.05 as the margin of error using Sloven’s Formula (n = N / 1 + Ne2) since there are only four secondary schools in the District of Tarangnan.  The following is the breakdown of respondents the researcher found:

Table 01: Breakdown of Respondents per School in all the Secondary Schools of Tarang nan District.

Name of the School	No. of School Head	No. of GAD Coordinator	No. of Faculty Members	No. of non-teaching	No. of SSG Officers	Total
Tarang nan National High School	1	2 (JHS) 1 (SHS)	39	1	1	45
Oeste National High School	1	2 (JHS) 1 (SHS)	21	0	1	26
Tizon National High School	1	1 (JHS)	9	0	1	12
Majacob Integrated School	1	2 (JHS) 1 (SHS)	23	0	1	28
TOTAL	4	10	92	1	4	111

The 4 Secondary Schools in the District of Tarangnan are given the study. The 4 school heads who are the main administrators and executors of the GAD Programs at school are the responses. Since GAD Programs and Projects are being monitored by the coordinators, the study also makes use of the GAD Coordinators of both Junior and Senior High schools in each school. All GAD Programs’ planning and budgeting also include them. Since they are the main receiver of all the GAD Programs and Projects, the study also includes faculty members of the school, SSG Presidents, and Non-Teaching staff of every school. The expert rigorously follows the following approach to verify the accuracy of the data collecting of the study: The author sends a letter to the Public Schools District Supervisor of Tarangnan requesting permission to survey the 4 secondary Schools of the District. The author goes to the 4 secondary schools in the district to hand out the study Survey-Questionnaire to the designated school respondents once approved. The assertions of the respondents in their responses and rating are also be supported by the researcher using a semi-structured interview and document observation. It used the SPSS to examine the data after its retrieval. The findings for the interpretation are gathered by the researcher the study used the following statistical procedures in the analysis and interpretation of data; Average. This statistical tool assesses the mean scores of the degree of awareness of the respondents to the GAD Programs, Activities, and Projects. Correlation of Pearson -Product Moment this helped to identify the correlation between respondents’ degree of Implementation and Awareness of Gender and Development PAPs in school. Before the actual execution of the study, the author drafts a letter asking the District Supervisor for authorization. The respondents will also be granted a waiver and agreement to guarantee the confidentiality and protection of their responses. The responders also be told they may withdraw their responses at any moment for no cause. All the survey questionnaires will also be stored for future reference after the study.

3. RESULTS & DISCUSSION

Emphasizing the presentation, analysis, and interpretation of data, this chapter addresses the findings of the study. Respondent Profile by School Designation table shows the profile of the responses by designation. The data shows that the respondents were made up of non-teaching, professors of the respondent-schools, SSG officers, GAD coordinators, and school administrators. Most of the respondents, according to the statistics, were teachers (83.64%) and GAD coordinator (9.09%) of the respondent-schools.

Table 02: Profile of the Respondents in terms of Designation

Designation	Frequency (f)	Percent (%)
School Head	3	2.73
GAD Coordinator	10	9.09
SSG Officer	4	3.64
Non-Teaching	1	0.91
Faculty	92	83.64
Total	110	100.00

Table shows the GAD implementation level in secondary schools of Samar Division. The top three indicators with a high degree of implementation were determined to be: Celebration of Women’s Month (4.01), School Heads (3.90), and Teachers (3.85) as GAD beneficiaries [14]. The top three indications with a medium degree of execution in the meanwhile were: Capability Building for GFPS (3.24), the school has GFPS Officers to manage the PAPs and Other stakeholders as beneficiaries (3.28), and Orientation on RA 9262 of the Anti-VAWC (3.30).

Table 03: Level of Implementation of Gender and Development along

GAD Profile
Indicators		Xw/Interpretation
1.	The school has projects, activities, and programs related to Gender and Development (GAD)	3.35	Medium
2.	The GAD PAPs of the school complement the vision of GAD PAPs at the District, Division, and regional levels.	3.42	High
3.	The school has GFPS Officers to oversee the PAPs	3.28	Medium
4.	The school has enough manpower to oversee the programs and projects related to GAD.	3.36	Medium
5.	The school implements the following GAD-related activities:
5.1	Women’s Month Celebration	4.01	High
5.2	Orientation on RA 9262 of the Anti-VAWC	3.30	Medium
5.3	GAD mandates	3.42	High
5.4	Child Protection Policy	3.67	High
5.5	Capability Building for GFPS	3.24	Medium
6.	The Beneficiaries of GAD activities are:
6.1	School Head	3.85	High
6.2	Teachers	3.90	High
6.3	Students	3.66	High
6.4	Parents	3.48	High
6.5	Non-teaching	3.39	Medium
6.6	Other external stakeholders	3.28	Medium
	Total	52.61	–
	Grand Mean	3.51	High
Legend:
	4.20 – 5.00     Advanced Level of Implementation
	3.40 – 4.19     High Level of Implementation
	2.60 – 3.39     Medium level of Implementation
	1.80 – 2.59     Low level of Implementation
	1.00 – 1.79     No Implementation

This suggested that especially with GFPS officials who may supervise the programs and initiatives, the GAD implementation and its program profile are not yet completely realized. This also suggested that the PAPs are not adequately managed because of inadequate individual responsibility, no functional GAD organization, poor coordination from the person responsible, and lack of management assistance. Table shows the GAD execution along with its use in school [15]. The information showed that at the school the GAD has plan and budget (3.76), produces GAD achievement reports (3.56), and monitors the execution of its PAPs (3.54). Therefore, there is a moderate degree of implementation on holding frequent meetings for the monitoring of GAD PAPs of the GFPS (2.90) and doing an effect assessment of its PAPs (2.92). The school also has a poor degree of implementation on providing a women’s desk (2.35) and a nursing room for lactating moms who came to the school (2.16). The data suggests that some of the GAD application in school has not been enforced and executed such as providing women’s desk and nursing room for lactating parents who visit the school [16]. Furthermore, the data on the GAD profile of the school to the GAD application in school reveals a consistent lack of regular meetings for the monitoring of GAD PAPs, which supports the results indicating no GFPS supervising the PAPS.

Table 04: Level of Implementation of Gender and Development along GAD

Application in School
Indicators		Xw/Interpretation
1.	The school monitored the implementation of its GAD programs/activities/projects.	3.54	High
2.	The school has a GAD plan and budget.	3.76	High
3.	The school prepares GAD Accomplishment reports	3.56	High
4.	GAD activities are also channeled to the parents and other external stakeholders	3.29	Medium
5.	The GFPS conducts regular meetings for the monitoring of GAD PAPs	2.90	Medium
6.	The school has an updated GAD corner/bulletin board	3.24	Medium
7.	The school conducts an impact evaluation of its PAPs	2.92	Medium
8.	The school has a women’s desk	2.35	Low
9.	The school has a breastfeeding area for lactating parents to visit the school	2.16	Low
10	GFS coordinates with other stakeholders for the crafting of the GAD plan and implementation of programs and projects	2.89	Medium
11.	GAD is integrated into curriculum/teaching process/classroom activities	3.28	Medium
12.	GAD is integrated into extracurricular and co-curricular activities of the school	3.28	Medium
13.	The school has an existing reward/incentive system integrated into the best GAD-implementing classroom.	2.57	Medium
	Total	39.74	–
	Grand Mean	3.06	Medium
Legend:
	4.20 – 5.00     Advanced Level of Implementation
	3.40 – 4.19     High Level of Implementation
	2.60 – 3.39     Medium level of Implementation
	1.80 – 2.59     Low level of Implementation
	1.00 – 1.79     No Implementation

Table shows the respondents’ knowledge of the GAD initiatives. The school was found to be only “moderately aware” (3.58) of any programs it offers. Rated as somewhat aware, the top three programs are: National Women’s Month Celebration (4.04), School Allocation of at least 5% of the school MOOE as financial assistance for all GAD PAPs (3.72), and RA No. 9262: Anti-Violence Against Women and their Children Act of 2004 (3.64) [17]. The school is then somewhat aware of the “RA 7192: Women in Development and Nation Building Act” (3.28), “RA 6725: An Act Strengthening the Prohibition on Discrimination Against Women with respect to terms and conditions of employment, amending for the purpose Article 135 of the Labor Code, as amended” (3.39), and “RA No. 9710: An act Providing for the Magna Carta of Women” (3.39). (3.39).

Table 05: Level of Awareness of Gender and Development Programs

Indicators		Xw/Interpretation
1.	RA 6725: An Act Strengthening the Prohibition on Discrimination Against Women with respect to terms and conditions of employment, amending for the purpose Article 135 of the Labor Code, as amended.	3.39	Somewhat Aware
2.	RA 7192: Women in Development and Nation Building Act	3.28	Somewhat Aware
3.	RA 7877: Anti-Sexual Harassment Act of 1995	3.58	Moderately Aware
4.	RA No. 9710: An act Providing for the Magna Carta of Women	3.39	Somewhat Aware
5.	RA No. 9262: Anti-Violence Against Women and their Children Act of 2004	3.64	Moderately Aware
6.	National Women’s Month Celebration	4.04	Moderately Aware
7.	School Allocation of at least 5% of the school MOOE as budgetary support for all GAD PAPs	3.72	Moderately Aware
	Total	25.04	–
	Grand Mean	3.58	Moderately Aware
Legend:
	4.20 – 5.00     Extremely Aware
	3.40 – 4.19     Moderately Aware
	2.60 – 3.39     Somewhat Aware
	1.80 – 2.59     Slightly Aware
	1.00 – 1.79     Not at all Aware

This means the school is unaware of the GAD initiatives. Only a few of them, including National Women’s Month, are known to them; the others are allocated at least 5% of the school MOOE to provide monetary support for all GAD PAPs [18]. Relationship between the Degree of Implementation and the Degree of the outcome of the correlational study between the degree of implementation and degree of awareness of the GAD PAPs of the respondents.

Table 06: Relationship between the Level of Implementation and the Level of Awareness of the GAD Programs and Projects

	Awareness
	r- value	p-value	Evaluation
GAD Profile	.666**	.000	Significant
GAD Application in school	.619**	.000	Significant
**. Correlation is significant at the 0.01 level (2-tailed).

The findings showed a significant correlation between the degree of implementation of the GAD PAPs along with its profile (r=0.66, p<0.05) and application in school (r=0.619, p<0.05) and degree of awareness. This suggests that the degree of execution is complementary. That is, the degree of awareness of the PAPs increases as the GAD PAPs degree of application increases. Similarly, the degree of knowledge of GAD PAPs is low as the degree of implementation of GAD PAPs is low [19]. The results in the program profile of the school show that the National women’s month celebration is very executed because awareness level tends to rise. Difficulties Faced by the Respondent-Schools in Carrying Out the GAD PAPs [20]. The following were the difficulties that came from the respondent-schools about the execution of the GAD PAPs: No sustainable fund; no extreme awareness of the stakeholders; lack of individual commitment which led to poor coordination from the individual concerned; no proper implementation and dissemination; and lack of management support and operational requirements to the focal persons during the execution of GAD program.

4. CONCLUSION

The top three indicators with a medium degree of implementation were: Capability Building for GFPS (3.24), the school has GFPS Officers to manage the PAPs and Other stakeholders as beneficiaries (3.28), and Orientation on RA 9262 of the Anti-VAWC (3.30). According to the GMEF, the following were much implemented at the school: the GAD has a plan and budget (3.76), produces GAD achievement reports (3.56), and monitors the execution of its PAPs (3.54). Therefore, there is a moderate degree of implementation on holding frequent meetings for the monitoring of GAD PAPs of the GFPS (2.90) and doing an effect assessment of its PAPs (2.92). The school also has a poor degree of implementation on providing a women’s desk (2.35) and a nursing room for lactating moms who came to the school (2.16). The school was found to be only “moderately aware” (3.58) of any GAD-related initiatives the institution had. Rated as somewhat aware, the top three programs are: National Women’s Month Celebration (4.04), School Allocation of at least 5% of the school MOOE as financial assistance for all GAD PAPs (3.72), and RA No. 9262: Anti-Violence Against Women and their Children Act of 2004 (3.64). The school is then somewhat aware of “RA 7192: Women in Development and Nation Building Act” (3.28), “RA 6725: An Act Strengthening the Prohibition on Discrimination Against Women with respect to terms and conditions of employment, amending for the purpose Article 135 of the Labor Code, as amended” (3.39), and “RA No. 9710: An act Providing for the Magna Carta of Women” (3.39). (3.39) and “RA No. 9710: An act providing for the Magna Carta of Women” (3.39). The degree of awareness is closely related to the degree of implementation of the GAD PAPs along with its profile (r=0.66, p<0.05) and application in school (r=0.619, p<0.05). The difficulties experienced by the schools were the absence of a sustainable fund, no great awareness of the stakeholders, lack of personal commitment leading to poor coordination from the individual concerned, no appropriate execution and distribution, and insufficient management support and operational needs to the focal persons during the GAD program execution. This suggested even more that the PAPs are not adequately managed because of inadequate individual coordination, no functional GAD structure, insufficient personal commitment, and insufficient management assistance. The data suggests that some of the GAD application in school has not been enforced and executed such as providing women’s desk and nursing room for lactating parents who visit the school. More so, the data on the GAD profile of the school to the GAD application in school reveals a persistent lack of frequent meetings for the monitoring of GAD PAPs which supports the results indicating no GFPS supervising the PAPS. This means the school is unaware of the GAD initiatives. Only a few of them, including National Women’s Month, are known to them; the others are allocated at least 5% of the school MOOE to provide monetary support for all GAD PAPs. This suggests that the degree of execution complements. That is, the degree of awareness of the PAPs rises as the GAD PAPs level of implementation rises. Similarly, the degree of knowledge of GAD PAPs is low as the degree of implementation of GAD PAPs is low. The results in the program profile of the school show that the National women’s month celebration is much executed because awareness level seems to rise. There is no appropriate budget allocation for GAD PAPs, stakeholders are unaware of the GAD PAPs, and there is no management support or operational needs for the focal persons carrying out the GAD program, which causes individual commitment to be lacking and poor coordination. The following suggestions came from the research findings: First, the District Supervisor and District GAD Coordinator should work with the Division GAD Focal Person to enhance the Gender Focal Point Systems in every school by means of Capability Trainings or series of Orientation on the Functions and Responsibility of GFPS in school. To guarantee that everyone should be adopting it, quarterly monitoring on GAD PAPs should be strongly recommended. The GMEF and Schools Division Office should guide the usage of checklists for the amenities the school should have. The division office of the school should concentrate on trainings and workshops on the Programs, Activities and Projects (PAPs) that may be carried out in School, such as symposiums on the legal foundation of Gender and Development, Anti-VAWC, and so forth. Every school with all the financial records on Gender and Development PAPs should see Transparency Board prominently. The GAD Plan and Budget in School should also be known by Teachers and Stakeholders of the institution. During the quarterly School Monitoring, Evaluation and Adjustment (SMEA), teachers and parents should be well informed. The GAD PAPs should not be confined to the school but rather should be expanded into the community by means of information distribution. The Division GFPS shall develop a contextualized policy on the application of Gender and Development in every Districts or schools.

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