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All Journal Inclusive Society and Sustainability Studies (ISSUES) People and Behavior Analysis (PBA)
Montano, Mary Rose F.
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences

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Gender and Society Course at City College of Calamba: Classroom Learning and Advocacy Engagement Montano, Mary Rose F.; Opeña, Anna Rhea C.; Ilao, Jeanne Mae L.; Azucena-Orajay, Julie Ann; Garma, Marilyn R.; Reyes, Kathleen R.
People and Behavior Analysis Vol. 4 No. 1 (2026): March Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v4i1.4365

Abstract

Education plays a critical role in shaping students’ engagement in gender advocacy; however, existing studies on gender-responsive pedagogy largely focus on attitudinal outcomes, with limited empirical evidence on how classroom learning translates into actual advocacy engagement within specific course contexts. Addressing this gap, this study examines how classroom learning in a Gender and Society course influences students’ advocacy engagement, particularly regarding attitudes, motivation, perceived barriers, and real-life application in a localized higher education setting. Using a descriptive–correlational quantitative design, data were collected from 164 students through a validated Likert-scale survey. Descriptive statistics and Pearson’s r were employed to analyze relationships among classroom learning, motivation, barriers, and advocacy engagement. Findings indicate that the course significantly enhanced students’ advocacy-related attitudes and motivation (M = 4.68; SD = 0.54). Teaching methods demonstrated a strong positive relationship with motivation (r = 0.640) and a moderate relationship with real-life advocacy application (r = 0.522). While perceived barriers such as limited opportunities and lack of knowledge were identified (M = 3.10), they did not significantly influence motivation (r = 0.062), suggesting that supportive and participatory pedagogical practices can outweigh perceived constraints. Overall, the findings confirm that classroom learning extends beyond awareness and contributes to students' actual advocacy behavior. This study provides empirical evidence linking gender pedagogy to advocacy engagement within a specific course and institutional context. It emphasizes the necessity of integrating experiential and advocacy-based strategies in gender education to sustain student engagement beyond the classroom.
Global Citizenship Education in Action: Students’ Reflections and Their Impact on a Local College’s Core Values Gonzales, Ronald A.; Rizal, Roseller H.; Muya, Gerby R.; Alba, Simplicio P.; Montano, Mary Rose F.; Artificio, Renante A.
Inclusive Society and Sustainability Studies Vol. 6 No. 1 (2026): August Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/issues.v6i1.4307

Abstract

Despite the growing integration of global citizenship education (GCED) in higher education institutions globally and locally, limited empirical evidence exists on how such programs tangibly influence students' values and perspectives—particularly from the students' standpoint. Thus, this study examines how the reflections of the City College of Calamba's students who have completed the GCED course align with the core values of social responsibility, national service, moral uprightness, and commitment to lifelong learning. Specifically, it aims to examine how student reflections vary across demographic groups, investigate the correlation between students’ reflections on the GCED course and their perceptions of the course content and delivery, and identify which aspects of the GCED course students find most influential in shaping their values and outlook as future global professionals. Using a descriptive-correlational research design, the researchers purposively selected 308 City College of Calamba (CCC) students who had completed the Global Citizenship Education (GCED) course during the first semester of AY 2024-2025. Data drawn were analyzed using mean, standard deviation, the Kruskal-Wallis test, and Spearman’s rho. Results revealed that students have generally developed strong reflections on Global Citizenship Education (GCED), particularly in social responsibility (r = .770), national service (r = .754), moral uprightness (r = .776), and commitment to lifelong learning (r = .741). However, significant differences in reflections emerged by academic program and by the semester or year in which the course was taken, suggesting that pedagogical strategies, course delivery formats, and contextual influences affect how students internalize GCED values. The study proposed an action plan that includes capacity building for faculty in reflective and contextualized pedagogies and embedding GCED themes.
Co-Authors Alba, Simplicio P. Artificio, Renante A. Azucena-Orajay, Julie Ann Garma, Marilyn R. Gonzales, Ronald A. Ilao, Jeanne Mae L. Muya, Gerby R. Opeña, Anna Rhea C. Reyes, Kathleen R. Rizal, Roseller H.