Level of Awareness among Tigwahanon Learners and their Perception towards Gender Sensitivity Training
DOI:
https://doi.org/10.5281/zenodo.19105401Keywords:
gender awareness, gender-related terminologies, gender rights, gender-inclusive practices, gender sensitivity trainingAbstract
Gender awareness helps create respectful and inclusive learning environments. This understanding is especially important for Indigenous learners, who come from diverse cultural backgrounds. This study investigated the levelof awareness among students regarding gender-related terminologies, gender rights, and gender inclusive practices in daily life. It also looked at their perception towards gender sensitivity training. In addition, the researcher explored whether there is a relationship between gender awareness and students’ perceptions of such training. The study used a quantitative descriptive-correlational research design. A total of 165 students from Grades 7 to 12 at Kibongkog Integrated School in Kibongkog, San Fernando, Bukidnon, participated in the study. Data were collected using a survey questionnaire adapted from Casas et al. (2024). The responses were analyzed using statistical tools such as mean, standard deviation, and Pearson’s product-moment correlation coefficient. The results showed that the learners had a very high level of gender awareness. They were familiar with gender-related terms, understood gender rights, and practiced inclusiveness in their daily interactions. The students also showed positive perceptions toward gender sensitivity training, indicating that they believe such training is helpful and important in promoting respect and understanding among people of different genders. Furthermore, the analysis revealed a significant positive relationship between gender awareness and students’ perceptions of gender sensitivity training. This means that students who have a better understanding of gender issues are more likely to support gender-related programs and activities. Because of this result, the null hypothesis was not accepted. The findings highlight the importance of continuing gender- and culturally responsive education, especially for Indigenous learners. Schools should continue promoting respect, equality, and inclusiveness. By doing this, educational institutions can ensure that all learners, regardless of gender, culture, or personal background, feel valued, respected, and supported in their learning environment.
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