Title: Public Elementary School's Compliance to Gender-Responsive Basic Education (Grbe) Policy in Marilao South District
Authors: Edrick Y. Morada, PhD
Volume: 9
Issue: 2
Pages: 174-181
Publication Date: 2025/02/28
Abstract:
This research study is focused on assessing the public elementary schools' compliance to Gender-Responsive Basic Education (GRBE) policy in Marilao South District in terms of learner's development, curriculum standards, learning delivery, learning environment, learning resources, and assessment in order to contribute to the literature involving participant reflections. Also, the researcher identified if there is a significant difference between the assessments of the two groups of respondents on the extent of public elementary schools' compliance to Gender-Responsive Basic Education (GRBE) policy. Likewise, the researcher identified the challenges encountered by the participants with regard to the implementation of the policy. Moreover, proposed recommendations were enumerated by the participants. In order to gain an understanding of the study, a quantitative research approach was used in the study. The researcher employed descriptive research design and correlation research design in assessing the public elementary schools' compliance to Gender-Responsive Basic Education (GRBE) policy. To gather the data, the researcher conducted a survey questionnaire among the nine (9) elementary schools in Marilao South District, Schools Division Office - Bulacan. Specifically, there are nine (9) GAD coordinators or school heads, and forty-five (45) teachers who served as respondents for the administration of the survey questionnaire. Using the purposive sampling method, the respondents were selected to answer the distributed survey questionnaires. The findings of the study were presented in several parts, based on the problems stated in the first chapter. The findings of the study showed that the Teachers and GAD coordinators/school heads perceived that their schools meet all the aforementioned variables in compliance with gender responsiveness. Also, the study resulted that there is a significant difference between the two groups in terms of learners' development, curriculum standards, learning delivery, learning environment, learning resources; and assessment. Based on the findings of the study, it is recommended that schools should have seminars, trainings, and workshops to both teachers and administrators toward the good practices and lesson exemplars upon the implementation of Gender-Responsive Basic Education (GRBE) Policy.