International Journal For Multidisciplinary Research

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Promoting Gender Awareness of Primary Grade Learners Through Contextualized Gender Activities

Author(s) Dr. Reynante Ignacio Enriquez
Country Philippines
Abstract This action research utilized a mixed-method approach to examine the effects of contextualized gender activities—translated into four local languages, namely Sama, Tausug, Chavacano, and Binisaya—on the gender awareness of primary grade learners. The study aimed to determine whether integrating localized and meaningful gender-related activities could enhance learners’ understanding of gender equality and reduce gender stereotyping. Quantitative data were collected through pre- and post-tests administered to Grades 1, 2, and 3 learners, while qualitative insights were gathered through interviews. Results revealed significant improvements across all grade levels. The mean score for Grade 1 increased from 34.2 to 64.5 (mean difference = 30.3, t = 10.82, p < 0.01); for Grade 2, from 41.7 to 71.2 (mean difference = 29.5, t = 11.20, p < 0.01); and for Grade 3, from 49.5 to 77.3 (mean difference = 27.8, t = 10.55, p < 0.01). These results indicate statistically significant gains in gender awareness following the intervention. Thematic analysis of interview data produced two key themes: (1) Sustaining Gender Stereotypes, reflecting learners who initially adhered to traditional gender roles, and (2) Eliminating Gender Stereotypes, highlighting increased awareness and rejection of gender bias after participating in the activities. Overall, the findings demonstrate that contextualized gender activities effectively foster learners’ understanding of gender norms and promote gender sensitivity in a diverse classroom setting.
Keywords Primary Grades, Gender Awareness, Gender Stereotype, Roles, Contextualized
Field Sociology > Education
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-11-19
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.59968
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