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All Journal IJECA (International Journal of Education and Curriculum Application) Edukasia: Jurnal Pendidikan dan Pembelajaran
Tenedero, Cynic J.
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students Attitude Complexities in Gender Equality: Examining its Perception Tenedero, Cynic J.; Enguito, Geraldine; Ferrer, Marielle Kharla; Juan, Elizabeth San; Villacer, Hazel; Sicuan, Syrenzo R.
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i3.27545

Abstract

The importance of addressing gender equality in education lies in its critical role in fostering inclusivity, diversity, and equitable opportunities for all learners. This study explored students' attitudes toward gender equality, focusing on their perceptions in academic, personal, and extracurricular contexts, to better understand prevailing attitudes and identify areas requiring attention. Employing a quantitative research design, data were collected from 45 students enrolled in the Bachelor of Science in Food Technology program at the Technological University of the Philippines through a validated survey. ANOVA was utilized to analyze whether significant differences existed in gender equality perceptions across respondent groups. This technique was chosen for its relevance in assessing variance within and between groups, providing insights into attitudinal uniformity or diversity among students. Results showed overwhelmingly positive attitudes toward gender equality, with strong agreement that gender should not limit participation or performance in academic and extracurricular settings. However, slight gaps were observed in areas such as institutional support for extracurricular activities and equitable treatment of genders within familial environments. The ANOVA findings revealed no statistically significant differences among groups, underscoring the uniformity in perceptions despite diverse backgrounds. These findings highlight the progress made in promoting gender equality while emphasizing the need for continuous efforts to address unconscious biases and support inclusivity in education. The study contributes to the growing discourse on gender equality in educational contexts and serves as a call to action for institutions to prioritize inclusive practices across all facets of student life.
Improving Teaching Performance Development: The Implementation of Results-Based Performance Management System (RPMS) Esteban, Jaynard; Estuche, Rosanie; Navarra, Romulo; Ragos, Marie Jo Tess; Tampil, Roberto; Tenedero, Cynic J.
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.787

Abstract

This is quantitative descriptive research that analyzes the Results-Based Performance Management System (RPMS) used as performance management tool for the teachers. The Results-Based Performance Management System was gathered through survey questionnaire. The assessment focused on the extent of implementation in terms of Performance Planning and Commitment; Performance Monitoring and Coaching; Performance Review and Evaluation; and Performance Rewards and Development Planning. There are 161 teacher respondents from the four (4) public elementary schools of District III in the Division of Makati City. The extent of implementation of the Results-Based Performance Management System in terms of Performance Planning and Commitment and Performance Monitoring and Coaching were interpreted to a great extent with a weighted mean of 4.13 and 4.05 respectively. Meanwhile, in terms of Performance Rewarding and Planning and Performance Review and Evaluation, the respondents assessed as a great extent with the same weighted mean of 4.09. It was evident that the implementation of Results-Based Performance Management System (RPMS) improves teachers personally and professionally, there is a need that this program must be enhanced. Moreover, implementing such program helps teachers improve their practice in the teaching-learning process which will drive them to achieve better performance. There should be proper review to develop a program plan that addresses the challenges of the performance.
Co-Authors Enguito, Geraldine Esteban, Jaynard Estuche, Rosanie Ferrer, Marielle Kharla Juan, Elizabeth San Navarra, Romulo Ragos, Marie Jo Tess Sicuan, Syrenzo R. Tampil, Roberto Villacer, Hazel