A Content Analysis of Gender-Fair Language in The English Modules of The Department of Education

A CONTENT ANALYSIS OF GENDER-FAIR LANGUAGE IN THE ENGLISH
MODULES OF THE DEPARTMENT OF EDUCATION
An Undergraduate Thesis
Presented to the
Faculty of the College of Arts and Letters
University of Rizal System
Angono, Rizal
In Partial Fulfillment
of the Requirements of the Degree of

Bachelor of Arts in English Language Studies
Claudine P. Baluyot
Jean E. Bautista
Alexandra Fae R. Palada
Cherilyn C. Palaypayon
Melissa S. Santaolaya
December 2022
iii
ACKNOWLEDGEMENT
The researchers would like to express their sincere gratitude to everyone
who helped make this study possible by inspiring and encouraging them. They
would like to thank the following in relation to this:
Dr. Glenn M. Ison, research adviser, who initially put forth the idea of
pursuing this study, for unending guidance, support and immeasurable patience
for the improvement of this research, his indispensable advice, recommendations
and suggestions while conducting the study;
Wahinee M. Cruzada Ma Ed, dean of the College of Arts and Letters, for
the constant encouragement to all the students undertaking researches of their
own;
Norberto M. Nataño, DCOmm and Eloisa M. Bayangos, MAT, panelists,
for their valuable comments and suggestions to improve the study;
English Teachers of Mahabang Parang National High School, Cardona
Senior High School, Angono National High School, Bernardo F. San Juan National
High School, and Don Jose M. Ynares, Sr. Memorial National High School.
Our Encouraging Friends, Close Friends and Classmates, for being
cordial, generous and someone who can count on, and most especially;
Almighty God, for the blessings, wisdom, unlimited grace and for
bestowing needed strength, faith, courage and love which has made this piece of
work possible.
iv
DEDICATION
We commit this work for our Almighty Father who allowed us the blessings
we utilized in this study.
An uncommon sentiment of appreciation to our adoring guardians who have
bolstered us since the start of the examination procedure, whose uplifting
statements and push for determination ring in our ears.
We commit this work to our companions for being there for us all through the
whole procedure. We particularly devoted this work to all the people who bestowed
with us, their insight and information from the beginning of this research until its
completion.
Claudine P. Baluyot
Jean E. Bautista
Alexandra Fae R. Palada
Cherilyn C. Palaypayon
Melissa S. Santaolaya
v
ABSTRACT
A quick-paced culture draws the best to offer learners an equal and high-
quality education. It highlights the value of both men and women in society, the
classroom, and even in educational materials. The purpose of this study was to
evaluate words in order to assess the use of gender fair language in the English
modules of the Department of Education. Gender analysis was employed through
content evaluation. The descriptive research approach was used in this study,
which made use of an adapted survey-questionnaire, and the results were
quantitatively interpreted. Thirty English teachers from various Rizal public schools
participated in the survey. Teachers were specifically picked to respond to a
questionnaire designed to assess whether the instructional materials used in
DepEd modules contain gender-fair language. As a result, researchers used
several methods to identify 442 textual presentations and evidence of sexism in
language out of 9,827 words, including reading texts and examples and images of
a woman and a man on tasks. Gender-fair concepts were integrated into
instructional materials used by JHS and SHS teachers, with the level of
applicability being "Always Applied". The following recommendations were offered
by the researchers for the students, to use a similar study to get data from different
schools and English teachers that teach the language; for the
coordinators/supervisors of the Learning Resource Management and
Development System (LRMDS), school administrators, to create normative
standards for creating gender-fair educational materials and modules.

vi
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF FIGURES viii
LIST OF TABLES ix
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND 1
Background of the Study 1

Review of the Related Literature 5
Scope and Limitation 9
Statement of the Problem 9
Theoretical Framework 10
Conceptual Framework 11
Significance of the Study 13
Definition of Terms 14
2 RESEARCH METHODOLOGY 17
Research Design 17
Setting of the Study 17
Subject of the Study 18
Sources of Data 18
Procedure of the Study 19
Statistical Treatment 19
vii
3 PRESENTATION, ANALYSIS, AND INTERPRETATION 21

OF DATA
Gender-fair Analysis of English Junior High School and 21

Senior High School Learning Material of Department of
Education
Overall Analysis of the Frequency of Violations in the 23

Modules of Department of Education
Overview of Violations Found in Selected Junior High and 28

Senior High School English Modules Quarter 1 Lessons
4 SUMMARY, CONCLUSION AND RECOMMENDATIONS 53
Summary 53
Conclusion 54
Recommendation 55
REFERRENCES 56
CURRICULUM VITAE 87
viii
LIST OF FIGURES
FIGURE PAGE
1 Research Paradigm 12
ix
LIST OF TABLES
TABLE PAGE
1 Analysis in the Number of Violations in the English 28

Module of Grade 7 of the Department of Education Under
the Category I

the Category II

the Category III

the Category IV

the Category V

the Category I

the Category II

the Category III

the Category IV

the Category V
x

the Category I

the Category II

the Category III

the Category IV

the Category V

Module of Grade 10 of the Department of Education
Under the Category I

Under the Category II

Under the Category III

Under the Category IV

Under the Category V


xi








31 Level of Applicability in the use of Gender-fair language 48

in the English modules of Junior High School and Senior
High School of DepEd

in the English modules of Junior High School in
MAHABANG PARANG NATIONAL HIGH SCHOOL

in the English modules of Junior High School in ANGONO
NATIONAL HIGH SCHOOL

in the English modules of Junior High School in
BERNARDO F. SAN JUAN NATIONAL HIGH SCHOOL
xii

in the English modules of Senior High School in DON
JOSE M. YNARES, SR. MEMORIAL NATIONAL HIGH
SCHOOL

in the English modules of Senior High School in
CARDONA SENIOR HIGH SCHOOL

in the English modules of Junior High School and Senior
High School (Overall computation)
xiii
LIST OF APPENDICES
PAGE
APPENDIX
A Gantt Chart of Activities 59
B Routing Form 60
C Letters 61
D Survey Questionnaires 70
E Sample Computations 72
F Data Gathering 85
Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter explains about the background of the study, review of related
literature, scope and limitation, statement of the problem, assumption, theoretical
framework, conceptual framework, significance of the study, and definitions of
terms.
Background of the Study
One of the most prevalent ways that gender is built and reinforced is through
language, which is crucial to human cognition and behavior. Adopting gender-
fair language is a potent strategy for promoting gender equality and combating
gender bias because of its significant influence on cultural and societal attitudes.
Gender-fair language minimizes bias against a specific sex or gender and is
thus less likely to convey preconceptions. The use of generic masculine
terminology to refer to both sexes has long been a long-held convention and
practice, rendering women invisible and potentially leading to a lack of awareness
of their needs and concerns in all phases of the development planning cycle.
The K–12 curriculum had a tremendous impact on the nation's educational
system. There are several points of contention, ranging from the readiness of the
educational system to the sufficiency of the resources to be used. This goes hand
in hand with the modifications and upgrades that junior high and high school
students must apply to their learning resources.

2
One of these concerns is gender sensitivity in instructional materials. Amerian
and Esmaili (2014) considered that a wide range of criteria, such as age, ethnicity,
class, gender, ability levels, or curricular objectives, need to be taken into account
while creating and developing textbooks. There is no question that reviewing any
textbook can disclose the pattern by which the content of the textbooks was
included or even deleted in relation to any certain element.
Following that, there is another matter that has given rise to equally critical
issues. The logical consequence of this controversy cleared the door for another
issue, the emergence of sexist language in educational materials.
Learning materials have much too frequently served as standard examples
of offensive language use and language role modeling, claims Bombani (2015). In
their study, Amerian and Esmaili (2014) highlighted that Gershuny (2012) asserted
that although textbooks are intended to teach specific disciplines, they really impart
secondary information, such as "gender roles and societal norms." As a result,
textbooks not only impart knowledge but also play a significant part in teaching
pupils about gender roles and social values.
This study emphasized the Department of Education's mission, which reads,
“... to promote... [a] complete basic education where: Students learn in a child-
friendly, gender sensitive, safe and motivating environment.”
According to Stein et al. (2001), improving the design of instructional
materials benefits underperforming students. When taking into account the design
principles being applied, the quality of instructional designs may be greatly

3
enhanced. The careful creation of instructional methods and materials is, thus,
arguably one of the most crucial teaching phases.
Therefore, Kintanar (2014) proposed well-known examples of sexism in the
English language. Language and these were found in the use of pronouns,
particularly the pronoun he and the generic masculine man to denote human
beings of both sexes; the use of suffixes such as -ess (e.g. authoress, poetess)
which has the effect of diminution and, as a result, trivialization; and the use of
names and titles for women that define them in relation to men.
In educational institutions, most instructional materials, such as textbooks,
are not gender sensitive. In Turkey, for example, inefficient elements have been
discovered in teaching materials. The language of the instructional material,
according to Bakaç and Keserciolu (2000), is not clear and understandable, and
resources do not incorporate current technologies and advancements.
Furthermore, the materials lack visual elements such as graphics, pictures, and
figures.
The Department of Scientific and Technology-Science Education Institute
recently launched a gender sensitive secondary scientific pedagogy. It is an
initiative that trains teachers to be gender aware and to utilize gender responsive
pedagogy.
Concern about using sexist language is part of the increased awareness that
some words' perceived meaning has changed in response to the changing roles
of men and women in society.

4
Perhaps gender sensitivity pedagogy should be used not only in science, but
also in English and other subjects. Teachers must identify, assess, and determine
whether the instructional materials they use are gender sensitive and sensitive to
sexist language in order to be conscious of gender equality. In line with this, the
researcher would like to analyze gender and sexist language responsiveness in
English Junior High and Senior High School content.
The contributions in Hellinger and Bubmann (2001, 2002, 2003), which study
30 languages including Arabic, Chinese, English, Finnish, Hindi, Turkish, Swahili
from distinct language families, show that linguistic gender asymmetries are
widespread.
The use of masculine generics is an almost universal and fundamental
imbalance. Thus, masculine forms can refer to both males and mixed-gender
groupings or referents whose gender is uncertain or unexplained (Stahlberg et al.,
2007). Female forms, on the other hand, do not have a generic purpose and only
pertain to women (Hellinger and Bubmann, 2001).
Opportunity addresses gender-based barriers and the junction of many forms
of discrimination, takes affirmative actions to remove gender gaps and inequities
in the management of the learning process, and creates a learner-friendly
atmosphere for all learners that satisfies their various learning requirements and
leads to progress toward gender equality in educational achievements (DepEd
Order No. 32, s. 2017).

5
To accomplish these goals for equal representation, responsiveness, and
sensitivity, the Department of Education issued Order No. 32, s. 2017 pledges to
incorporate gender equality, equity, sensitivity, non-discrimination, and human
rights principles into the provision and control of basic education.
This is in line with the Department of Education's objective of ensuring
universal access to high-quality basic education. It also strives to promote inclusive
education, which assures equal access to learning opportunities for girls and boys,
women and men, and fair treatment in the learning process, equitable outcomes,
and access to opportunities in all areas of life (DepEd Order No. 32, s. 2017).
Distance education is essential to any lifelong learning strategy. Learning
materials must be selected or developed to match the curriculum objectives, and
a suitable system of delivery and support must be devised.
According to Hernandez and Cudiamat (2017), gender-responsive education
should be introduced into the classroom to promote gender equality and increase
students' academic performance. Aikman et al. (2005) emphasized that unless a
focus is placed on the educational system itself, not only the number of girls in
school compared to the number of boys in school, but also what is taught and how
it is taught to the two groups in terms of gender equity in instructional supervision,
gender equity in instructional supervision will be lost.
Future directions in the field of gender development should emphasize areas
where the gender and development program could play a role in fostering more
variety in lesson material delivery, pedagogical methodologies, and age-

6
appropriate gender and development advocacy awareness-raising initiatives
(Zosuls, 2011).
Developmental variables may limit the extent to which biological
predispositions can be exhibited, alter learners' ability to think about gender
cognitively, and expose them to harmful influences on a variety of social pressures
(Martin and Ruble, 2010). Individual differences in gender typing could be caused
by a variety of biological, cognitive, and sociocultural factors (Martin and Ruble,
2010).
In developing a policy for gender-fair education, consistency in assessing the
needs of students should be emphasized. Gender discrimination and inequality
could be fully addressed by tracking profiles of learners, monitoring, and evaluating
gender and development in classroom programs. It requires a consistent and
systematic response to the diversity of learners in order to address stereotyping.
Studies of gender stereotypes show that they attribute greater power to males
and helplessness to females, when they become aware of the status difference
applied to males and masculine activities relative to females and feminine activities
in most cultures (Martin and Ruble, 2010). A gender stereotype is a form of pre-
judgment, bias or limitation given to the roles and expectations of males and
females (USAID, 2015).
Since women are the target population in gender development, they have to
be fully involved the process by being trained to leadership positions in order to be
part of the decision-making process and be able to design policies that bring
7
change for a consistent reduction of gender gap and disparities towards women
(Fernandes et al., 2015). Enduring gender issues has changed because of giving
equal opportunity to all learners that are embedded in the curriculum, instructional
materials, and strategies. It drives from nurturing the environment that is gender-
fair in addressing gender-based barriers such as discrimination and bullying.
Mainstreaming gender in education promotes stimulating classroom structuring
that is more sensitive to gender.
Several countries have pledged to treat women and men equally (for
example, the European Union member states and associated states in the Treaty
of Lisbon- European Commission, 2007), therefore GFL is widely recommended
(Schweizerische Bundeskanzlei, 1996, revised in 2009; UNESCO, 1999; National
Council of Teachers of English, 2002; European Commission, 2008; American
Psychological Association, 2009). However, GFL deployment is at various stages
in various nations and speech communities.
GFL guidelines were introduced in specific professional sectors across
national and linguistic boundaries in the 1970s. Authors of (psychological) articles,
books, instructional materials, and fiction must treat women and men equally, even
in the terminology they employ (Sadker et al., 1991). This type of publication
guideline has shown to be beneficial because authors must follow the rules in order
for their papers to be published. Masculine generic pronouns were uncommon in
writings authored by Australian academics (Pauwels, 2003). Similarly, an
examination of American
8
Psychological Association journal publications from 1965 to 2004 indicated
the full removal of generic he from 1985 onwards, despite the presence of other,
more subtle gender biases such as androcentric reporting in tables and graphs
(Hegarty, 2006).
The relevance of school and education in the implementation of GFL cannot
be overstated. In most countries, there are few official GFL rules for educational
material authors (Eurydice, 2009), and only a few nations have schoolbook
regulations (e.g., Germany, Ireland, or Iceland). Similarly, just a few countries
require official evaluation or approval of schoolbooks.
In the United Kingdom, for example, educational authorities do not oversee
instructional materials, and schools make their own decisions. In today's German
schoolbooks, gender-neutral forms predominate, followed by masculine generics
and feminine-masculine word pairings (Moser and Hannover, 2014).
In the schoolbook sample studied, the two gender-neutral alternatives (word
pairs and neutralizing) dominated the masculine. This conclusion shows an
increase in GFL in schoolbooks, as previous studies on German school books
(e.g., Lindner and Lukesch, 1994; Preinsberger and Weisskircher, 1997) found a
prevalence of male generics. Feminine-masculine word pairings were combined
with masculine generics in several of the texts (Markom and Weinhäupl, 2007).
This discrepancy is troublesome since masculine forms may be interpreted
as referring only to men in the presence of word pairs (e.g., Gabriel et al., 2008)
9
Scope and Limitations of the Study
This study was conducted to explore the use of gender fair language in the
English modules of the Department of Education in Mahabang Parang National
High School, Cardona Senior High School, Angono National High School,
Bernardo F. San Juan National High School, and Don Jose M. Ynares, Sr.
Memorial National High School. The study is limited to the experiences of 30
English high school teachers (18 JHS and 12 SHS teachers).
The imperatives of study are focused on the use and sensitivity of the themes
and descriptions of the phenomenon in the context of gender fair language. The
gender equity for equal opportunity framework was limited based on the
experiences of the participants as a primary source of data.
Statement of the Problem
The researchers intended to identify the gender representation present in the
following JHS and SHS learner’s materials.
It specifically aims to provide answers to the following questions:
1. What is the frequency of the correct usage and misused of gender-
fair language in the English modules of the Department of
Education? and;
10
2. What is the perception of the teacher-respondents on the gender-
sensitivity of instructional materials in English used in the
Department of Education.
Theoretical Framework
This theoretical background provides a picture of how teachers are using
gender fair language in the learner’s English materials. A study by Jenkins (2005),
entitled ‘’Producing Gender sensitive learning material’’. Learning materials have
often been typical examples of the insensitive use of language and role modeling.
Men are shown as scientists (or mathematicians, or the like), whereas women have
traditionally been portrayed as mothers and wives and, if they attend school at all,
as students of "suitable" professions like teaching or nursing. The traditional roles
that have been imposed onto both male and female students for a long time are
maintained by these stereotypes.
The development of a person's mind is significantly influenced by their
education. One tool that can assist young adults in learning about social
interactions, norms, and values is the learner’s materials. The educational
challenge is making students more compassionate and capable of better human
behavior. Promoting gender equity in modules is critical for a variety of reasons,
including how it affects families, communities, and nations as well as individuals.

11
The existing material can be altered at the classroom level to make it gender-
responsive when creating such instructional materials. According to Bala & Bakshi
(2017), more students have a negative opinion regarding gender sensitivity.
Therefore, there is a need to raise awareness about learning materials that are
gender responsive. School staff members may take action to lessen or abolish
gender bias in the module, resulting in more gender-inclusive learning materials
for all students.
Conceptual Framework
Instructional materials are ways and means to hand out instruction among
the learners and it also serves to view the equality of both genders. Hence,
Yulaelawa (2016) agreed that the learner’s materials will be used to help
comprehend gender fair instances. Instructional materials that are gender sensitive
can be a help in developing gender sensitivity, grasp social reality from a gender
perspective, address the issue of gender bias in the real world, shape mental
attitudes and behavior, and foster a culture that is gender inclusive.
Thus, describing the gender-sensitive instructional materials from the English
modules of the Department of Education and determining the level of applicability
on the use of teachers’ gender-sensitive instructional materials from Tariman
(2020) are the bases of concept of this study.

12
The researchers considered it significant to conduct a research study on the
said area to cater a better understanding to the awareness of equality of gender
that the instructional material is offering and modify the gender fair language
embedded in texts, pictures and tasks.
Figure 1
Figure 1 depicts the conceptual framework, which illustrates the gender fair
analysis of the English learning material. As was previously mentioned, a thorough
reading of gender-related studies and literature was done to strengthen the input
of the study.
For the process, gender analysis was completed by evaluating instructional
material content, scrutinizing texts and pictorial presentations. Analysis of the parts
which are gender-fair language through describing the gender-sensitive

13
instructional materials from the English modules of the Department of Education
was applied to equality portrayal of both sexes. For data collection, a constructed
and validated questionnaire that includes the degree of applicability on the use of
teachers' gender-sensitive instructional materials to target users was used.
Thus, conceptual evaluated English JHS and SHS modules was the output
of the study.
Significance of the Study
The researchers hope this research can give a powerful way to promote gender
equality and fight gender bias in language that gives contribution to some parties,
as follow:
For the Students. The results of this study will have a significant impact on
the students to be encouraged, through appropriate gender-fair learning materials,
to reflect on themselves as males and females with diverse but equal roles in
society. They may not only study the knowledge, abilities, and attitudes required
for English Junior High School and Senior High School, but they may also learn
about the dynamics of their gender.
For the Teachers. The result of this research can help the teachers to know
how to avoid bias towards a particular gender and less likely to convey stereotypes.
They may pay attention to gender sensitivity in the language's use and have the
14
tools necessary to interact with students of any gender in a way that considers their
gender.
Administrators. It is believed that the current study would provide fresh
perspectives on gender-fair education, particularly when it comes to the creation
of instructional materials. Administrators may recommend use or alteration of the
learning materials considering the study's findings in order to minimize
stereotyping and better cater to gender sensitivity.
For the Learning Materials Developers. The findings of this study may
create an impact to the developers of learning material for they may be wary of the
use of language which is gender sensitive.
Future Researchers. Other researchers could use this study using different
methods. The parameters improve the study even further. The findings of this study
could be used as a foundation for future, parallel, or follow-up studies.
Definition of Terms
To facilitate the understanding of this study, different terms are defined herein.
Acceptability is defined conceptually as the process of determining the value
of updated Junior High School and Senior High School learning material in terms
of substance, relevance, authenticity, and appeal to target users (Bombani, 2015).

15
Agender. Relating to a person who does not identify with any gender, or who
identifies as neutral or genderless.
Applicability. A determination if a statute, rule, or order should be applied,
and if so, how the law stated should be applied to the facts.
Cisgender. Referring to someone whose gender identity matches the sex
they were given at birth.
Discrimination. The unjust or prejudicial treatment of different categories of
people or things, especially on the grounds of race, age, or sex.
Gender Identity. A person's perception of and understanding of gender in
relation to their sense of identity.
Gender Expression. The external expression of one's gender identity,
frequently expressed through behavior, attire, hairstyle, or voice, which may or
may not conform to socially prescribed behaviors and traits typically associated
with being either masculine or feminine.
Gender Sensitivity. Relates to being “free from the gender stereotypes,
gender bias, and discrimination” (Jenkins, 2005).
Gender-fair Language. It is a language that avoids bias toward a particular
sex or gender and therefore is less likely to convey stereotypes. It is a powerful
way to promote gender equality and fight gender bias.

16
Gender Relation Language. It refers to the relationship between the
language of male and females. Gender difference is not only a reflection of the
speeches between male and female, but also a reflection of their different living
styles and attitudes.
Nonbinary. A person who does not identify, or identify solely, as either a
woman or a man. More specific nonbinary identifiers include but are not limited to
terms such as agender and gender fluid.
Sexist language is a language that expresses bias in favor of one sex and
thus treats the other sex in a discriminatory manner (Lei, 2006)
Texts. The reading selections in the material being evaluated to see if it is
gender responsive.
Chapter 2
RESEARCH METHODOLOGY
This chapter introduces the research design, setting of the study, subject of
the study, sources of data, and procedure of the study.
Research Design
The study employed both a qualitative and quantitative technique. The former
was used to assess whether the content of English JHS and SHS material depicts
equality in the roles of men and women. Meanwhile, the latter was used to
determine the level of applicability in the use of Gender-fair language in the English
JHS and SHS learning modules of the Department of Education. Data was
collected using validated questionnaires, and the results were quantitatively
interpreted.
Setting of the Study
The study was conducted in Mahabang Parang National High School,
Cardona Senior High School, Angono National High School, Bernardo F. San Juan
National High School, and Don Jose M. Ynares, Sr. Memorial National High
School. It is an immediate environment of the researchers where access to data is
greatly possible.
18
Subject of the Study
The study's participants were 30 English teachers from the aforementioned
schools. They were specifically chosen because the study's primary focus was on
the use of gender fair language analysis of English JHS and SHS modules and its
sensitivity to sexist language. This is due to the fact that they were the ones who
could gain access to data.
Sources of Data
Interview guidelines were used to assess the Junior High School and Senior
High School instructors' available instructional materials.
The gender-fair language of instructional materials used by JHS and SHS
instructors was determined using a survey-questionnaire. Other sources of
information included teacher-created educational materials, which allowed the
researchers to determine if teachers were using non-stereotype or gender
stereotype instructional materials.
An instrument by Bantoc (2014) was adopted for the applicability of the
English JHS and SHS learning material. It was rated within the scale of Always
Applied (AA), Frequently Applied (FA), Rarely Applied (RA) and Not Applied (NA).
19
Procedure of the Study
The thesis adviser approved this study entitled „‟A Content Analysis of
Gender-Fair Language in the English Module of the Department of Education‟.
Upon his approval, the researchers made a letter to make the study possible for
the validity and reliability of this instrumentation and pre-tested to the English
Teachers of Mahabang Parang National High School, Cardona Senior High
School, Angono National High School, Bernardo F. San Juan National High
School, and Don Jose M. Ynares, Sr. Memorial National High School.
After the questionnaire has been validated and found reliable, the
researchers wrote a letter addressed to the principals of the aforementioned
schools for permission to conduct the study.
The researchers employed the English JHS and SHS modules as the
material for the gender fair language content analysis. The texts were thoroughly
examined and read to see whether the tasks provided are sufficiently gender
responsive.
The researchers were then guided by the gender-fair in language criteria,
which included a guidebook, a Gender-fair language primer, and the evaluation of
teaching material from a gender sensitivity seminar. As evidence, the collected
data, images, and texts were digitized. Finally, 30 DepEd Rizal English language
teachers evaluated the content.

20
Statistical Treatment
To reveal the level of applicability of the English JHS and SHS material,
weighted mean was used. The formula is:
WM = 4f + 3f + 2f + f
Where:
WM = Weighted mean value
f = frequency of responses
N = total number of cases
The scale for applicability rating which was used to interpret data is as follows:
Point Score Point Interval Descriptive Rating
4 3.26 - 4.00 Always Applied (AA)
3 2.51 - 3.25 Frequently Applied (FA)
2 1.76 - 2.50 Rarely Applied (RA)
1 1.00 - 1.75 Not Applied (NA)

Chapter 3
RESULTS AND DISCUSSION
This chapter presents the gender-fair language analysis of the English JHS and
SHS learning module and interpretation of the computed data for the applicability
of the English JHS and SHS Modules.
Gender-fair Analysis of English Junior High School and Senior High School
Learning Material of Department of Education
The following investigated tasks fall under the categories of gender fair in
language. The analysis of the module was based on the guide in Gender-fair
Primer which was published in University of the Philippines and evaluation of
instructional materials from the seminar of gender sensitivity.
I. Use of plural pronouns and/or articles instead of he, his, or him unless the
antecedent is obviously male:
a. Use plural antecedent (their, themselves)
b. Use the relative pronoun who instead of he
c. Use One, we or you
d. Substitute articles (a, an, the) instead of his
e. Delete he, his, and him altogether. The sentence may be recast in
the form of an impersonal or passive construction.
II. Use of specific noun, verbs and other words instead of the generic use of
man:
a. Replace man with specific nouns or verbs

22
b. Use nouns that encompass both man and woman
c. Add women in making general statements
III. Eliminate sexism in the symbolic representations of gender in words,
sentences and text:
a. Take the context of the word, analyze its meaning, and eliminate
sexism in the concept
b. Find precise words to delineate the thing itself from supposedly sex-
linked characteristics.
IV. Use of inclusive/jobs titles and/or specific nouns when addressing persons
formally:
a. Use of Ms. instead of Mrs.
b. Use a married woman’s first name instead of her husband
c. Use the corresponding titles for female
V. Eliminate sexual stereotyping of roles:
a. Use the same term for both genders when it comes to profession or
employment.
b. Use in gender fair terms in lexical terms
c. Treat men and women in a parallel manner
d. Avoid language that reinforces stereotyping images
e. Avoid language that catches attention to the sex role of men and
women
f. Avoid unnecessary gender-linked prefixes and suffixes

23
OVERALL ANALYSIS OF THE FREQUENCY OF VIOLATIONS IN THE USE

OF GENDER-FAIR LANGUAGE IN THE MODULES OF DEPARTMENT OF
EDUCATION
I. Use of plural pronouns and/or articles instead of he, his, or him unless
the antecedent is obviously male:
Total Frequency
Percentage
Words Violations
a. Use plural pronouns and

9,827 69 0.70%
antecedent
b. Use of the relative pronoun who

9,827 45 0.46%
instead of he
c. Use one, we or you 9,827 61 0.62%
d. Substitute articles (a, an, the) 9,827 53 0.54%
e. Deleting of he, his, and him

altogether. The sentence may not
9,827 41 0.42%
be recast in the form of an
impersonal or passive construction
TOTAL 273 2.79%
In terms of the use of plural pronouns and/or articles instead of he, his, or him
unless the antecedent is obviously male, JHS and SHS modules show 2.79%
words violation of the Gender-fair language.
The dominating number of violations in the use of plural pronouns and
antecedent was identified to be used in the sentences. According to a gender-fair
language primer, the pronouns he and his are employed to replace generic man
and pose the same issues because it was observed choosing between the two
genders. Similarly, if these are utilized excessively, it can cause ambiguity among
students.
24
To avoid discrimination and gender inequality, it is still advisable to use these
pronouns, but you should be careful to change their order. However, modifying it
with the general perspective, such as third-person pronouns, is the safest course
of action.
II. Use of specific noun, verbs and other words instead of the generic use
of man:
Total Frequency
Percentage
Words Violations
a. Replace man with a specific 9,827 24 0.24%

noun or verb.
b. Use nouns that encompass

both man and woman 9,827 11 0.11%
c. Add women in making general

9,827 12 0.12%
statements
TOTAL 47 0.50%
In terms of the use of specific nouns, verbs and other words instead of the
generic use of man, JHS and SHS modules show 0.50% words violation of the
Gender-fair language.
The table indicates that replacing man with a specific word or verb results in
a significant incidence of violation. Words in which the generic 'man' was used as
the subject of a sentence. In this scenario, women are not included in the
punishment, which is unfair to them. To make it more equal, it should be modified
to utilize third person pronouns.

25
III. Eliminate sexism in the symbolic representations of gender in words,

sentences and text
Total Frequency
Percentage
Words Violations
a. Take the context of the word,

analyze its meaning, and eliminate 9,827 5 0.05%
sexism in the concept
b. Find precise words to delineate the

thing itself from supposedly sex- 9,827 3 0.03%
linked characteristics.
TOTAL 8 0.08%
In terms of eliminating sexism in the symbolic representations of gender in
words, sentences and text, JHS and SHS modules show 0.08% words violation of
the Gender-fair language.
In a gender-fair language primer, the alternatives to commonly used bias in gender
were proposed; one of these was to use parents instead of merely mother to avoid
the unfair role of the father.
IV. Use of inclusive/jobs titles and/or specific nouns when addressing

persons formally:
Total Frequency
Percentage
Words Violations
a. Use of Ms. instead of Mrs. 9,827 6 0.06%
b. Use a married woman’s first

9,827 6 0.06%
name instead of her husband’s
c. Use the corresponding titles for

9,827 6 0.06%
female
TOTAL 18 0.18%
26
In terms of use of inclusive/jobs titles and/or specific nouns when addressing
persons formally, JHS and SHS modules show 0.18% words violation of the
Gender-fair language.
There should be, according to the standards for evaluating instructional
materials, every presentation should have a gender balance. As an outcome,
pronouns should be altered to third person pronouns to avoid an imbalanced
portrayal of both genders.
Total Frequency
Percentage
Words Violations
a. Use the same term for both

genders when it comes to 9,827 17 0.17%
profession or employment.
b. Use gender fair in terms in lexical

9,827 16 0.16%
terms.
c. Treat men and women in a

9,827 7 0.07%
parallel manner.
d. Avoid language that reinforces

9,827 21 0.21%
stereotyping images.
e. Avoid language that catches

attention to the sex role of men 9,827 17 0.17%
and women.
f. Avoid unnecessary gender-linked

9,827 17 0.17%
prefixes and suffixes.
TOTAL 95 0.97%
In terms of eliminating sexual stereotyping of roles, JHS and SHS modules
show 0.97% words violation of the Gender-fair language.

27
Some of the text and graphical depictions were add-ons to separate male
and female characters. Males are portrayed as wise, investigators, and claimants
who are engaged in hard labor and valued for their achievements. On the other
side, women are viewed as writers, playwrights, and thought organizers.
The different types of employment that men and women engage in should
also be considered. Therefore, more words and images that referred to positive
characters and the appearance of both genders in the tasks should be added to
the tasks that only focused on male or female, as well as the roles they played.
In general, the researchers discovered 442 textual presentations and
evidence of sexism in language, including instances from texts, poems, reading
selections, movie reviews, and titles of women in relation to males.
The representation of these words of gender biases exhibits unequal
portrayal of image, since only men and only women in different tasks were
employed. As a result, the researchers identified the material by using different
options such as reading writings and examples, as well as photographs of a
woman and a man working together on chores.
The analysis in the module was driven by criteria or a primer regarding
sexism in language, with the goal of eliminating the use of sexist language so that
the module would be responsive to gender equality.

28
OVERVIEW OF VIOLATIONS FOUND IN SELECTED JUNIOR HIGH AND

SENIOR HIGH SCHOOL ENGLISH MODULES QUARTER 1 LESSONS
English Grade 7
Alternative Delivery Mode
Quarter 1 - Module 1-10
First Edition, 2020
Table 1. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category I
VIOLATION in Gender Fair Language Use Word Total no. of
according to Gender-fair Primer Count Violations
I. Use of plural pronouns and/or articles

instead of he, his, or him unless the
antecedent is obviously male:
68
1,828
A B C D E
16 10 27 10 5
unless the antecedent is obviously male, English Grade 7 Alternative Delivery
Mode Quarter 1 reveals 68 words out of 1,828 that violates the Gender-fair
language with 16 of those words in column (A) Use plural pronouns and
antecedent, 10 in (B) Use of the relative pronoun who instead of he, 27 in (C) Use
one, we or you, 10 in (D) Substitute articles (a, an, the) and 5 in (E) Deleting of he,
his, and him altogether. The sentence may not be recast in the form of an
impersonal or passive construction.

29

Grade 7 of the Department of Education Under the Category II

II. Use of specific noun, verbs and other

words instead of the generic use of man:
1,828 19
A B C
15 2 2
In terms of the use of specific noun, verbs and other words instead of the
generic use of man:, English Grade 7 Alternative Delivery Mode Quarter 1 reveals
19 words out of 1,828 that violates the Gender-fair language with 15 of those words
in column (A) Replace man with a specific noun or verb, 2 in (B) use nouns that
encompass both man and woman, and 2 in (C) add women in making general
statements.

Grade 7 of the Department of Education Under the Category III

III. Eliminate sexism in the symbolic

representations of gender in words, sentences and
text:
1,828 0
A B
0 0
In terms of the elimination of sexism in the symbolic representations of
gender in words, sentences and text, English Grade 7 Alternative Delivery Mode
Quarter 1 reveals no violation of the Gender-fair language out of 1,828 both in
column (A) Take the context of the word, analyze its meaning, and eliminate sexism
30
in the concept, and in (B) Find precise words to delineate the thing itself from
supposedly sex-linked characteristics.

Grade 7 of the Department of Education Under the Category IV

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:
1,828 0
A B C
0 0 0
no word out of 1,828 that violates the Gender-fair language in column (A) Use of
Ms. instead of Mrs, (B) Use a married woman’s first name instead of her husband’s,
and (C) Use the corresponding titles for female.

Grade 7 of the Department of Education Under the Category V

A B C D E F
1,828 5
1 0 0 1 2 1
In terms of the elimination of sexual stereotyping of roles, English Grade 7
Alternative Delivery Mode Quarter 1 reveals 5 words out of 1,828 that violates the
Gender-fair language with 1 of those words in column (A) Use the same term for
31
both genders when it comes to profession or employment, 0 in (B) Use gender fair
in terms in lexical terms, 0 in (C) Treat men and women in a parallel manner, 1 in
(D) Avoid language that reinforces stereotyping images, 2 in (E) Avoid language
that catches attention to the sex role of men and women and 1 in (F) Avoid
unnecessary gender-linked prefixes and suffixes.
English Grade 8
First Edition, 2020

Grade 8 of the Department of Education Under the Category I

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is
obviously male:
1,687 26
A B C D E
3 6 4 8 5
language with 3 of those words in column (A) Use plural pronouns and antecedent,
6 in (B) Use of the relative pronoun who instead of he, 4 in (C) Use one, we or
you, 8 in (D) Substitute articles (a, an, the) and 5 in (E) Deleting of he, his, and him
altogether. The sentence may not be recast in the form of an impersonal or passive
construction.
32

Grade 8 of the Department of Education Under the Category II

II. Use of specific noun, verbs and other words

instead of the generic use of man:
A B C 1,687 6
1 2 3
statements.

Grade 8 of the Department of Education Under the Category III


representations of gender in words,
sentences and text:
1,687 1
A B
0 1
Quarter 1 reveals only 1 word that violates the Gender-fair language out of 1,687
33
with no violation in column (A) Take the context of the word, analyze its meaning,
and eliminate sexism in the concept, and 1 in (B) Find precise words to delineate
the thing itself from supposedly sex-linked characteristics.

Grade 8 of the Department of Education Under the Category IV


A B C 1,687 3
2 1 0
in column (A) Use of Ms. instead of Mrs, 1 in (B) Use a married woman’s first name
instead of her husband’s, and 0 in (C) Use the corresponding titles for female.
Table 10. Analysis in the Number of Violations in the English Module

of Grade 8 of the Department of Education Under the Category V

A B C D E F
1,687 24
0 4 2 10 1 7
34
Gender-fair language with no violation of those words in column (A) Use the same
term for both genders when it comes to profession or employment, 4 in (B) Use
gender fair in terms in lexical terms, 2 in (C) Treat men and women in a parallel
manner, 10 in (D) Avoid language that reinforces stereotyping images, 1 in (E)
Avoid language that catches attention to the sex role of men and women and 7 in
(F) Avoid unnecessary gender-linked prefixes and suffixes.
English Grade 9
First Edition, 2020

of Grade 9 of the Department of Education Under the Category I


he, his, or him unless the antecedent is obviously
male:
A B C D E 1,705 23
5 3 6 6 3
35
you, 6 in (D) Substitute articles (a, an, the) and 3 in (E) Deleting of he, his, and him
altogether. The sentence may not be recast in the form of an impersonal or passive
construction.

of Grade 9 of the Department of Education Under the Category II


1,705 8
A B C
3 4 1
statements.

of Grade 9 of the Department of Education Under the Category III


text:
36
A B 1,705 7
5 2
Quarter 1 reveals 7 word that violates the Gender-fair language out of 1,705 with
5 of those words in column (A) Take the context of the word, analyze its meaning,
and eliminate sexism in the concept, and 2 in (B) Find precise words to delineate
the thing itself from supposedly sex-linked characteristics.

of Grade 9 of the Department of Education Under the Category IV


1,705 12
A B C
3 3 6
generic use of man, English Grade 9 Alternative Delivery Mode Quarter 1 reveals
in column (A) Use of Ms. instead of Mrs, 3 in (B) Use a married woman’s first name
instead of her husband’s, and 6 in (C) Use the corresponding titles for female.
37


1,705 29
A B C D E F
11 3 4 5 2 4
English Grade 10
First Edition, 2020

Word Total no. of

VIOLATION in Gender Fair Language Use Count Violations
according to Gender-fair Primer

male:
38
A B C D E 2,328 57
9 13 8 15 12
you, 15 in (D) Substitute articles (a, an, the) and 12 in (E) Deleting of he, his, and
him altogether. The sentence may not be recast in the form of an impersonal or
passive construction.



2,328 3
A B C
1 1 1
generic use of man:, English Grade 10 Alternative Mode Quarter 1 reveals 3 words
out of 2,328 that violates the Gender-fair language with 1 of those words in column
(A) Replace man with a specific noun or verb, 1 in (B) use nouns that encompass
both man and woman, and 1 in (C) add women in making general statements.
39



text:
2,328 0
A B
0 0
Quarter 1 reveals no violation of the Gender-fair language out of 2,328 both in
column (A) Take the context of the word, analyze its meaning, and eliminate
sexism in the concept, and in (B) Find precise words to delineate the thing itself
from supposedly sex-linked characteristics.



A B C 2,328 0
0 0 0
no word out of 2,328 that violates the Gender-fair language in column (A) Use of
40
Ms. instead of Mrs, 3 in (B) Use a married woman’s first name instead of her
husband’s, and 6 in (C) Use the corresponding titles for female.

Word Total no. of

VIOLATION in Gender Fair Language Use
Count Violations
according to Gender-fair Primer
A B C D E F
2,328 29
3 9 1 4 7 5

41
21st Century Literature from the Philippines and the World – Grade 11
Quarter 1 – Module 1-10
First Edition, 2021



male:
A B C D E 2,279 53
18 9 5 13 8
unless the antecedent is obviously male, 21st Century Literature from the
Philippines and the World Alternative Delivery Mode Quarter 1 reveals 53 words
out of 2,279 that violates the Gender-fair language with 18 of those words in
column (A) Use plural pronouns and antecedent, 9 in (B) Use of the relative
pronoun who instead of he, 5 in (C) Use one, we or you, 13 in (D) Substitute
articles (a, an, the) and 8 in (E) Deleting of he, his, and him altogether. The
sentence may not be recast in the form of an impersonal or passive construction.

42



A B C 2,279 10
3 2 5
generic use of man, 21st Century Literature from the Philippines and the World
Gender-fair language with 3 of those words in column (A) Replace man with a
specific noun or verb, 2 in (B) use nouns that encompass both man and woman,
and 5 in (C) add women in making general statements.

Grade 11 of the Department of Education Under the Category III\


text:
A B 2,279 0
0 0
43
gender in words, sentences and text, 21st Century Literature from the Philippines
and the World Alternative Delivery Mode Quarter 1 reveals no violation of the
Gender-fair language out of 2,279 both in column (A) Take the context of the word,
analyze its meaning, and eliminate sexism in the concept, and in (B) Find precise
words to delineate the thing itself from supposedly sex-linked characteristics.


2,279 0
A B C
0 0 0
generic use of man, 21st Century Literature from the Philippines and the World
Alternative Delivery Mode Quarter 1 reveals no word out of 2,279 that violates the
Gender-fair language in column (A) Use of Ms. instead of Mrs, (B) Use a married
woman’s first name instead of her husband’s, and (C) Use the corresponding titles
for female.
44


2,279 5
A B C D E F
0 0 0 1 4 0
In terms of the elimination of sexual stereotyping of roles, 21st Century
Literature from the Philippines and the World Alternative Delivery Mode Quarter 1
reveals 5 words out of 2,279 that violates the Gender-fair language with none of
those words in column (A) Use the same term for both genders when it comes to
profession or employment, (B) Use gender fair in terms in lexical terms, (C) Treat
men and women in a parallel manner, 1 in (D) Avoid language that reinforces
stereotyping images, 4 in (E) Avoid language that catches attention to the sex role
of men and women and 0 in (F) Avoid unnecessary gender-linked prefixes and
suffixes.
45
Media and Information Literacy– Grade 12

Quarter 1 – Module 1-10
First Edition, 2019



male:
A B C D E 1,914 42
18 4 11 1 8
unless the antecedent is obviously male, Media and Information Literacy– Grade
12 Alternative Delivery Mode Quarter 1 reveals 42 words out of 1,914 that violates
the Gender-fair language with 18 of those words in column (A) Use plural pronouns
and antecedent, 4 in (B) Use of the relative pronoun who instead of he, 11 in (C)
Use one, we or you, 1 in (D) Substitute articles (a, an, the) and 8 in (E) Deleting of
he, his, and him altogether. The sentence may not be recast in the form of an
impersonal or passive construction.

46



1,914 1
A B C
1 0 0
generic use of man, Media and Information Literacy– Grade 12 Alternative Delivery
Mode Quarter 1 reveals only 1 word out of 1,914 that violates the Gender-fair
language with that word in column (A) Replace man with a specific noun or verb,
no violation in (B) use nouns that encompass both man and woman, and still no
violation in (C) add women in making general statements.



representations of gender in words, sentences
and text:
1,914 0
A B
0 0
gender in words, sentences and text, Media and Information Literacy – Grade 12
Alternative Delivery Mode Quarter 1 reveals no violation of the Gender-fair

47
language out of 1,914 both in column (A) Take the context of the word, analyze its
meaning, and eliminate sexism in the concept, and in (B) Find precise words to
delineate the thing itself from supposedly sex-linked characteristics.



A B C 1,914 3
1 2 0
generic use of man, Media and Information Literacy – Grade 12 Alternative
Delivery Mode Quarter 1 reveals 3 word out of 1,914 that violates the Gender-fair
language in 1 in column (A) Use of Ms. instead of Mrs, 2 in (B) Use a married
woman’s first name instead of her husband’s, and 0 (C) Use the corresponding
titles for female.


A B C D E F
1,914 3
2 0 0 0 1 0
48
In terms of the elimination of sexual stereotyping of roles, Media and
Information Literacy – Grade 12 Alternative Delivery Mode Quarter 1 reveals 3
words out of 1,914 that violates the Gender-fair language with 2 of those words in
column (A) Use the same term for both genders when it comes to profession or
employment, none in (B) Use gender fair in terms in lexical terms, (C) Treat men
and women in a parallel manner, (D) Avoid language that reinforces stereotyping
images, 1 in (E) Avoid language that catches attention to the sex role of men and
women and also 0 in (F) Avoid unnecessary gender-linked prefixes and suffixes.
Table 31. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School of DepEd
Gender-fair Instructional
Material
Gender-fair Criteria
Weighte
Interpretation Rank
d Mean
1. Spoken and written language uses

3.70 Always Applied 5
gender-neutral forms.
2. Male and female appear equally often

and with the same importance.
3. Male and female appear to the same

extent.
49
4. The presentation of male and female in
the materials is at the same hierarchical

levels.
5. Strong role models with whom women

3.57 Always Applied 9.5
can identify positively.
6. Women make decisions on issues that

affect their lives.
7. The language usage is not demeaning

to women.
8. The material enhances the self-image

9.5
3.57 Always Applied
of women.
9. The materials should not perpetuate
sexist myths which have been developed

about women.
10. Women’s most crucial characteristics

should not be their looks.
11. The themes, subjects, and pictures
used in instructional materials connect to
the life experiences of both male and 3.60 Always Applied 8

female pupils.
50
12. The materials should be presented as
to eliminate damaging feelings of
superiority based on patriarchy in the 3.50 Always Applied 10.5
male person.
13. The illustrations used should provide
non-stereotypes of women in active,

dominant roles.
14. The roles of women should be
adequately represented and from a

women's perspective.
15. The content is free of terms deemed
insulting and degrading by women

themselves.
16. The authors/editors have developed
an understanding and sensitivity to

gender.
Average Weighted Mean 3.61 Always Applied
Gender-fair concepts were considered or integrated into the instructional
materials used by JHS and SHS teachers. The level of applicability on the use of
IMs in the classroom has (16) sixteen criteria that show how they can be non-
51
stereotype or non-bias in terms of gender, as shown in Table 1. Based on the
appraisal of the respondents, the level of applicability on the use of teachers’
gender-fair instructional materials was interpreted as “Always Applied”.
In terms of how male and female are depicted in the modules of Junior High
School and Senior High School of Department of Education from a gender
perspective, it was generally interpreted from the responses that the ways that
male and female are depicted in the learning or instructional materials appeared
“Always Applied” and were given the same importance as they develop their own
IMs. It also demonstrates that while they construct teacher-made instructional
materials, portions of their IMs such as photos, texts, figures, contents, and details
appeared to promote gender equality, gender-responsive awareness, and a
gender-fair learning environment. Furthermore, the graphics utilized in their IMs
depict non-stereotypes and active women.
The ranking could imply that JHS and SHS teachers in DepEd Rizal have
consistently utilized information on how to construct gender-fair instructional
materials for Junior High School and Senior High School. Furthermore, they are
already familiar with the majority of the criteria that define how IMs or modules
might become gender neutral.
They are also aware that using gender-fair modules in the teaching and
learning process will result in the best learning possible because it will help
students become more self-conscious and feel more gender equal.

52
This result supports the hypothesis that by creating such instructional tools,
the existing text can be modified at the classroom level to make it gender
responsive. It is consistent with Bala & Bakshi's (2017) findings. Furthermore, the
teacher can add interpretations and examples to capture gender responsiveness
wherever gender-biased representations, examples, or assertions arise in the
educational materials. Additionally, teachers can create their own gender-
responsive teaching and learning resources.
Additionally, modules are teaching and learning tools that teachers employ
to support students in achieving their targeted learning objectives, goals, and
outcomes. Teaching and learning are meaningfully made through visual and aural
means. These tools target the user's sensory organs, grab pupils' attention, cater
to their unique demands, make learning permanent, speed up recall, and save time
(Elaldi, 2018).
Therefore, Owens (2016) argued that in order to fully utilize the promise of
early intervention to close a widening gender gap in lifetime educational success,
educators and policymakers must have a better understanding of gender
differences.
Chapter 4
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study conducted. This also presents the
findings derived from analysis and interpretation of the results. Moreover, this
imparts the conclusions framed and the recommendations thereafter.
Summary of the Findings
A fast-paced society attracts the best to provide quality and equal
education to students. It emphasizes the importance of men and women in society,
the classroom, and even teaching materials. As a result, this study supplements
the long-standing problem of gender equality by investigating newly-distributed
and published instructional material and modules used in the K–12 curriculum; it
was considered using gender fair but still some words are recognized to be
violating gender fair language. Finally, the DepEd module can be utilized.
According to 30 language teachers who evaluated the analyzed activities in the
classroom.
In terms of the images, texts, figures, contents, and specifics
discovered in their IMs, the majority of the modules for JHS and SHS looked to
support gender equality, gender-responsive awareness, and a gender-fair learning
environment. Additionally, it was found that their IMs and modules specifically
portray active women and avoid stereotyping.

54
According to JHS and SHS teachers in Rizal, the level of applicability
for the use of gender-fair instructional materials/modules was interpreted as
"Always Applied." These were evaluated by the language teachers of the different
schools namely; Mahabang Parang National High School, Cardona Senior High
School, Angono National High School, Bernardo F. San Juan National High
School, and Don Jose M. Ynares, Sr. Memorial National High School.
Both qualitative and quantitative methodologies were used in the
investigation. The former was used to analyze and pinpoint the sentences and
images from the English JHS and SHS that were gender-neutral. The latter,
however, was used to determine whether or not the altered texts and images
examined in the textbook could be considered gender-equal.
Conclusions
Based on the summary of findings, the following are concluded:
1. In terms of photos, texts, figures, contents, and information contained in
their modules, the majority of the accessible instructional materials for JHS
and SHS appeared to support gender equality, gender-responsive
awareness, and gender-fair learning environment. It was also established
that their modules and IM's provide non-stereotypes and, in particular,
active women's representation.

55
2. As rated by JHS and SHS teachers in DepEd Rizal, the level of application
of teachers' gender-fair modules in the classroom was interpreted as
"Always Applied."
3. Developmental intervention in the form of instructional material designs was
created to sustain the development of gender-fair modules for JHS and SHS
in order to increase JHS and SHS students' gender-responsive awareness.
Recommendations
From the conclusions drawn, the following recommendations were suggested:
1. A similar study might be undertaken in various locations and with different
respondents to get data from different schools and English teachers that
teach the language.
2. Coordinators/supervisors of the Learning Resource Management and
Development System (LRMDS), school administrators, and teacher trainers
may create normative standards for creating gender-fair educational
materials and modules that JHS and SHS teachers and other concerned
instructors can follow.
3. Gender fair language analysis may also focus on how the module's activities
are administered in class.

56
REFERRENCES
Abapo, P. N., & Arquillas , J. A. (2022, May 12). Grade 9 English Module.
DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/grade-9-english-module-modals-and-uses-of-
words-to-express-evaluation/
Buco, M. A. C., & Grace. (2022, March 9). English 8 Quarter 1: Modules 1-
10. DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-8-quarter-1-module-1-determining-
meaning-of-words-and-expressions/
Eugenio, M. C., & Arevalo, A. E. (2021, July). 21st century literature from the
Philippines and the world – Grade 12. Retrieved May 2023, from
https://depedtambayan.net/wp-content/uploads/2021/10/21st-Century-Lit-
SHS_Q1_Mod1_Introduction-to-Philippine-Literature_VerFinal_Aug-
2021.pdf
Hernandez, T. A., & Cudiamat, M. A. (2018). Integrating gender and development

(GAD) in the classroom: The case of Lucsuhin National High School,
Department of Education-philippines. KnE Social Sciences, June 2018
https://doi.org/10.18502/kss.v3i6.2430
Javier, R. (2016) Gender-Based Analysis of English Grade 9 Instructional Material

and its Sensitivity to Sexist Language. Southern Luzon State University
Kintanar, T. (1998). Gender Fair Language, A Primer. University Center
for Women’s Studies, University of the Philippines
Manalo, A. (2016). Gender Representation and Stereotypes in the K-12 English
Learner's Materials. Division of the City of San Fernando. Retrieved 5 Dec
2022
https://www.ijsrm.in/index.php/ijsrm/article/view/1586
Ministry of Education and Culture. Republic of Indonesia ‘’Gender Responsive
Teaching materials’’. Published April 2016 from
https://paudpedia.kemdikbud.go.id/uploads/anggun/images/rupa_rupa/Gen
der_Responsive_Teaching__Materials-sip.pdf
Molitas, E. L. (2022, March 9). English 10 Quarter 1 – Module 1 - 10. DepEd
Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-10-quarter-1-module-1-information-
gathering-for-through-listening-for-everyday-life-usage/
National Council of Teachers of English. “Guidelines for Nonsexist Use of
Language in NCTE Publications”. Revised October 2018 from
https://ncte.org/statement/genderfairuseoflang/
57
Philippine Deposit Insurance Corporation. Guidelines on the use of Gender Fair

language, Promoting Gender Equality Through the use of
language. Retrieved 28 Nov 2022 from
https://www.pdic.gov.ph/files/gad/GuidelinesandToolkits/GuidelinesofUseof
GenderFairLanguage.pdf
Sentinta, A. J. B., & vonne, K. (2022, March 9). English 7 Quarter 1: Modules
1-10 . DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-7-quarter-1-module-1-analogy/National
Council of Teachers of English. “Guidelines for Nonsexist Use of Language
in NCTE Publications”. Revised October 2018 from
https://ncte.org/statement/genderfairuseoflang/
Tariman, J. (2020). Gender-Sensitive Instructional Material Designs for
Kindergarten. Julian B. Meliton Elementary School-Division of Naga City.
Retrieved 28 Nov 2022
https://www.researchgate.net/publication/349194677_Gender-
Sensitive_Instructional_Material_Designs_for_Kindergarten
Ybanes, A. R. M. L., Actub, M.-an C., & Mccarry, M. C. (2022, March 9).
English for Academic and Professional Purposes. DepEd Tambayan.
Retrieved May 2023, from https://depedtambayan.net/english-for-academic-
and-professional-purposes-quarter-1-module-3-approaches-in-literary-
criticism/
APPENDICES
59
APPENDIX A
THE USE OF GENDER FAIR LANGUAGE IN THE ENGLISH MODULES OF

THE DEPARTMENT OF EDUCATION
FEBRUARY MARCH SEPTEMBER - OCTOBER - NOVEMBER -

2021 - MAY OCTOBER NOVEMBER DECEMBER
2021 2022 2022 2022
Preparation
of thesis
proposal
Presentation
of thesis
proposal
Data
collection
Formulation
of survey
checklist
Distribution
of survey
checklist
(Data
Gathering)
Interpretatio
n of data
(Data
Analysis)
Oral final
defense
Gantt Chart of Activities

61
APPENDIX C
Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal
MR. JONATHAN P. ESQUIERDO

Principal IV,
Brgy. San Carlos, Binangonan, Rizal
Dear Sir:
The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.
In connection with this, the researchers would like to ask permission from your
good office as we conduct the study in Don Jose M. Ynares Sr. Memorial National
High School, with the English teachers as respondents.
They hope for your kind consideration and favorable response. May the Lord God
bless you always.
Sincerely yours,
BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.
BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.
SANTAOLAYA, MELISSA S.
Student-Researchers
Noted by: Approved by:
MR. JONATHAN P. ESQUIERDO

MR. GLENN M. ISON Principal IV,
Research Adviser Brgy. San Carlos, Binangonan, Rizal
62

Angono, Rizal
MS. MA. ALEXIS ANNE A. NING

English Department Head (JHS)
Dear Madam:
Education”.
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.
bless you always.
Sincerely yours,
Student-Researchers
Noted by: Signed by:
MS. MA. ALEXIS ANNE A. NING

MR. GLENN M. ISON English Department Head (JHS)
63

Angono, Rizal
MS. ANGELA AGAS

English Department Head (SHS)
Dear Madam:
Education”.
bless you always.
Sincerely yours,
Student-Researchers
MS. ANGELA AGAS

MR. GLENN M. ISON English Department Head (SHS)
64

Angono, Rizal
MS. JUDITH F. EULLARAN

Principal II
Mahabang Parang, Binangonan, Rizal
Dear Madam:
Education”.
good office as we conduct the study in Mahabang Parang National High School,
with the English teachers as respondents.
bless you always.
Sincerely yours,
Student-Researchers
MR. GLENN M. ISON MS. JUDITH F. EULLARAN

Research Adviser Principal II
65

Angono, Rizal
MS. ARLENE F. CHIMLANGCO

Dear Madam:
Education”.
bless you always.
Sincerely yours,
Student-Researchers
MS. ARLENE F. CHIMLANGCO

MR. GLENN M. ISON English Department Head (JHS)
Research Adviser Mahabang Parang, Binangonan, Rizal
66

Angono, Rizal
MR. DANIEL JOSHUA VICTORINO

Macamot, Binangonan, Rizal
Dear Sir:
Education”.
bless you always.
Sincerely yours,
Student-Researchers
MR. GLENN M. ISON MR. DANIEL JOSHUA VICTORINO

Research Adviser English Department Head (JHS)
67

Angono, Rizal
MS. JESSA TANALAS

English Department Head (SHS)
Dear Madam:
Education”.
bless you always.
Sincerely yours,
Student-Researchers
MS. JESSA TANALAS

MR. GLENN M. ISON English Department Head (SHS)
Research Adviser Macamot, Binangonan, Rizal
68

Angono, Rizal
MR. MARCO L. LIANZA

School Head
Estacio Blvd. Dalig Cardona, Rizal
Dear Sir:
Education”.
good office as we conduct the study in Cardona Senior High School, with the
English teachers as respondents.
bless you always.
Sincerely yours,
Student-Researchers
MR. GLENN M. ISON MR. MARCO L. LIANZA

Research Adviser School Head
Estacio Blvd. Dalig Cardona, Rizal
69

Angono, Rizal
MR. CELESTINO A. SANTIAGO

Principal III,
Brgy. San Roque, Cardona, Rizal
Dear Sir:
Education”.
good office as we conduct the study in Bernardo F. San Juan National High School,
with the English teachers as respondents.
bless you always.
Sincerely yours,
Student-Researchers
MR. CELESTINO A. SANTIAGO

MR. GLENN M. ISON Principal III,
Research Adviser Brgy. San Roque, Cardona, Rizal
70
APPENDIX D
Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School
Name (Optional): _______________________ Date: ___________________
Instructions: The following statements determine the level of acceptability of

modified tasks.
Read the statements carefully and indicate your agreement by checking
the column corresponding to the scale below:
Scale:
(4) – Always Applied (3) – Frequently Applied (2) – Rarely Applied (1) – Not
Applied
Gender-Sensitive Instructional Materials
4 3 2 1
1. Spoken and written language uses gender-neutral forms.
2. Male and female appear equally often and with the same
importance
3. Male and female appear to the same extent.
4. The presentation of male and female in the materials is at

the same hierarchical levels.
5. Strong role models with whom women can identify positively.
6. Women make decisions on issues that affect their lives.
7. The language usage is not demeaning to women.
8. The material enhances the self-image of women.
9. The materials should not perpetuate sexist myths which

have been developed about women.
71
10. Women’s most crucial characteristics should not be their

looks.
11. The themes, subjects, and pictures used in instructional

materials connect to the life experiences of both male and
female pupils.
12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy in the
male person.
13. The illustrations used should provide non-stereotypes of

women in active, dominant roles.
14. The roles of women should be adequately represented and

from a women's perspective.
15. The content is free of terms deemed insulting and

degrading by women themselves.
16. The authors/editors have developed an understanding and

sensitivity to gender.
72
APPENDIX E

English modules of Junior High School and Senior High School of DepEd
Gender-fair Instructional Material
Gender-fair Criteria Weighted Interpretation Rank
Mean
1. Spoken and written language uses gender-

neutral forms.
2. Male and female appear equally often and

with the same importance.
3. Male and female appear to the same extent.

4. The presentation of male and female in the
materials is at the same hierarchical levels. 3.63 Always Applied 7
5. Strong role models with whom women can

identify positively.
6. Women make decisions on issues that

affect their lives.
7. The language usage is not demeaning to

women.
73
8. The material enhances the self-image of 9.5

3.57 Always Applied
women.
9. The materials should not perpetuate sexist

myths which have been developed about
women.
10. Women’s most crucial characteristics

should not be their looks.
11. The themes, subjects, and pictures used in
instructional materials connect to the life

experiences of both male and female pupils.
12. The materials should be presented as to
eliminate damaging feelings of superiority 3.50 Always Applied 10.5
based on patriarchy in the male person.
13. The illustrations used should provide non-
stereotypes of women in active, dominant 3.40 Always Applied 12
roles.
14. The roles of women should be adequately
represented and from a women's perspective. 3.50 Always Applied 10.5

74
15. The content is free of terms deemed

insulting and degrading by women
themselves.
16. The authors/editors have developed an

understanding and sensitivity to gender.
Average Weighted Mean 3.61 Always Applied

English modules of Junior High School in MAHABANG PARANG
4 3 2 1 WM DR
1. Spoken and written language uses gender-neutral

4 2 0 0 3.67 AA
forms.
2. Male and female appear equally often and with the

4 2 0 0 3.67 AA
same importance
3. Male and female appear to the same extent. 5 1 0 0 3.83 AA

4 2 0 0 3.67 AA
materials is at the same hierarchical levels.
5. Strong role models with whom women can identify

4 2 1 0 3.67 AA
positively.
75
6. Women make decisions on issues that affect their

5 1 0 0 3.83 AA
lives.
7. The language usage is not demeaning to women. 5 1 0 0 3.83 AA
8. The material enhances the self-image of women. 4 2 0 0 3.67 AA
9. The materials should not perpetuate sexist myths

4 2 0 0 3.67 AA
which have been developed about women.
10. Women’s most crucial characteristics should not

5 1 0 0 3.83 AA
be their looks.
instructional materials connect to the life experiences 4 2 0 0 3.67 AA
of both male and female pupils.
damaging feelings of superiority based on patriarchy 4 2 0 0 3.67 AA
in the male person.

4 2 0 0 3.67 AA
stereotypes of women in active, dominant roles.

5 1 0 0 3.83 AA
represented and from a women's perspective.

5 1 0 0 3.83 AA

3 3 0 0 3.5 AA
Average Weighted Mean 3.72 AA

76

English modules of Junior High School in ANGONO NATIONAL HIGH
SCHOOL
4 3 2 1 WM DR

2 4 0 0 3.33 AA
forms.

3 3 0 0 3.5 AA
same importance

3 2 1 0 3.33 AA

2 3 1 0 3.17 FA
positively.

2 4 0 0 3.33 AA
lives.
7. The language usage is not demeaning to women. 1 5 0 0 3.17 FA
8. The material enhances the self-image of women. 1 4 1 0 3 FA

2 4 0 0 3.33 FA

4 2 0 0 3.67 AA
be their looks.
77
in the male person.

3 2 1 0 3.33 AA

5 1 0 0 3.83 AA

4 1 1 0 3.5 AA

2 4 0 0 3.33 AA

78

English modules of Junior High School in BERNARDO F. SAN JUAN
Gender-Sensitive Instructional Materials 4 3 2 1 WM DR

6 0 0 0 4 AA
forms.

6 0 0 0 4 AA
same importance
3. Male and female appear to the same extent. 6 0 0 0 4 AA

6 0 0 0 4 AA

6 0 0 0 4 AA
positively.

6 0 0 0 4 AA
lives.
7. The language usage is not demeaning to women. 6 0 0 0 4 AA
8. The material enhances the self-image of women. 6 0 0 0 4 AA

4 1 1 0 3.5 AA

3 2 1 0 3.33 AA
be their looks.
79
instructional materials connect to the life experiences 6 0 0 0 4 AA
in the male person.

3 2 1 0 3.33 AA

3 2 1 0 3.33 AA

6 0 0 0 4 AA

6 0 0 0 4 AA

English modules of Senior High School in DON JOSE M. YNARES, SR.
MEMORIAL NATIONAL HIGH SCHOOL

4 1 1 0 3.5 AA
forms.

4 2 0 0 3.67 AA
same importance
80

3 3 0 0 3.5 AA

3 2 1 0 3.33 AA
positively.

4 2 0 0 3.67 AA
lives.

3 3 0 0 3.5 AA

4 2 0 0 3.67 AA
be their looks.
in the male person.

3 2 1 0 3.33 AA

3 2 1 0 3.33 AA
81

4 1 1 0 3.5 AA

4 2 0 0 3.67 AA

English modules of Senior High School in CARDONA SENIOR HIGH
SCHOOL

2 4 0 0 3.33 AA
forms.

4 2 0 0 3.67 AA
same importance

2 4 0 0 3.33 AA

2 4 0 0 3.33 AA
positively.

2 4 0 0 3.33 AA
lives.

82

1 5 0 0 3.17 FA

3 2 1 0 3.33 AA
be their looks.
in the male person.

2 3 1 0 3.17 FA

1 5 0 0 3.17 FA

3 3 0 0 3.5 AA

3 2 1 0 3.33 AA

83

English modules of Junior High School and Senior High School
(Overall computation)
1. Spoken and written language uses gender-

22 7 1 0 3.70 AA
neutral forms.
2. Male and female appear equally often and with

24 6 0 0 3.80 AA
the same importance

20 9 1 0 3.63 AA
5. Strong role models with whom women can

18 11 1 0 3.57 AA
identify positively.
6. Women make decisions on issues that affect

23 7 0 0 3.77 AA
their lives.
7. The language usage is not demeaning to

20 10 0 0 3.67 AA
women.

14 15 1 0 3.43 AA
10. Women’s most crucial characteristics should

19 9 2 0 3.57 AA
not be their looks.
84
instructional materials connect to the life 20 8 2 0 3.60 AA
experiences of both male and female pupils.
12. The materials should be presented as to
eliminate damaging feelings of superiority based on 16 13 1 0 3.50 AA
patriarchy in the male person.

15 12 3 0 3.40 AA

17 11 2 0 3.50 AA
15. The content is free of terms deemed insulting

22 6 2 0 3.67 AA
and degrading by women themselves.

18 11 1 0 3.57 AA

85
APPENDIX F
Data Gathering
Don Jose Ynares Sr. Memorial National High School
Angono National High School

86
Mahabang Parang National High School
Cardona Senior High School

87
Curriculum Vitae
BALUYOT CLAUDINE
PARANE
1866 Pasay St. (PRIP)
Brgy. Del Remedio Cardona, Rizal
[email protected]
09101980929
OBJECTIVES:
To seek opportunities that will allow me to advance professionally while efficiently
leveraging my adaptability. To develop my passions and skills, as well as to explore
and gain experience that will allow me to better understand myself.
SKILLS:
· Good Communication Skills
· Computer literate
· Time Management
· Ability to Work under Pressure
PERSONAL INFORMATION:
Height: 5’0
Address: 1866 Pasay Del Remedio Cardona, Rizal
Sex: Female
Birthday: October 06, 1993
Age: 29 yrs old
Work Experience: 1 year Student Assistant in URS Angono Campus
EDUCATIONAL ATTAINMENT:
College University of Rizal System
Angono, Rizal
2019 - present
Senior High school Cardona Senior High School

Cardona, Rizal
Humanities and Social Sciences
2018
Junior High school Bernardo F. San Juan National High School

Cardona, Rizal
2016
88
BAUTISTA JEAN E.
[email protected]
09101305042
Novaliches Quezon City
OBJECTIVE
To enhance my professional skills, capabilities and knowledge in an organization

which recognizes the value of hard work and trusts me with responsibilities and
challenges.
EXPERIENCE
Sale Associate Promosphere Inc

August - September 2019
Brand Ambassador Promerch Unlimited Inc.
October 2019 - January 2020
Cashier Super Shopping Market Inc.
August 2021- January 2022
High School Colegio De San Juan Samar
2013-2017
Senior High School Don Jose Ynares Sr.

Memorial National High School
2017-2019

2019-2022
SKILLS
· Computer proficiency
· Problem solving abilities
· Self-management
· Willingness to learn
89
PALAYPAYON CHERILYN CRUZDELA

55 Villaluz St.
Brgy. Kalayaan Angono, Rizal
[email protected]
09561395128
OBJECTIVES:
I am seeking a competitive and challenging environment where I can serve your
organization and establish an enjoyable career for myself.
SKILLS:
Good Communication Skills
Computer literate
Time Management
Ability to Work under Pressure
Height: 5’6
Address: 55 Villaluz Kalayaan Angono, Rizal
Sex: Female
Birthday: March 03, 2000
Age: 22 yrs old
Work Experience: 1 year crew member in Mcdonald's


Angono, Rizal
4th yr college undergraduate
Senior High school Angono National High School

Angono, Rizal
Humanities and Social Science
2016-2018
Junior High school Angono National High School

Angono, Rizal
2012-2016
90
PALADA, ALEXANDRA FAE R.

#29 Sampaguita St.
Brgy San Carlos, Bin., Rizal
[email protected]
(+63)927 557 6962
OBJECTIVES:
Seeking and ready to apply my abilities in an organization which recognizes the
value of hard work and trusts me with responsibilities and challenges.
SKILLS
Teamwork and collaboration.
Oral and written communications skills
Computer literate
Advertising and Marketing skills
Ability to Work under Pressure
Status: Single
Date of Birth: January 2, 2001
Nationality: Filipino
Languages: Filipino, English
EXPERIENCE: Business Manager, Faevoritos, Binangonan, Rizal (2017 -

Present)
EDUCATIONAL BACKGROUND
College University of Rizal System Angono Campus (2019 -2023)
Bachelor of Arts Major in English Language Studies
Angono, Rizal.
Senior High school Siena College of Taytay (2017 -2019)

Accountancy, Business and Management
Taytay, Rizal.
Junior High School Don Jose M. Ynares Sr. Memorial National High School
(2015-2017) (3rd and 4th year)
Binangonan, Rizal.
Junior High School Tres Ninos School, Inc. (2013-2015)

(1st and 2nd year)
Binangonan, Rizal.
91
B14 L4 Joshua St.
San Vicente, Angono Rizal
[email protected]
09203669718
OBJECTIVE:
To secure a responsible career opportunity to fully utilize my training and skills,
while making a significant contribution to the success of the company.
SKILLS:
Adaptability
Interpersonal skill
Time Management
Ability to work under pressure
Good in Communication Skills
Work Experience: Customer Service, ResultsCX

Pasig City October – November 2022

Angono, Rizal
4th yr college undergraduate
Senior High school Polangui General Comprehensive High School

Polangui, Albay
2017-2019
Junior High school Polangui General Comprehensive High School

Polangui, Albay
2013-2017

A Content Analysis of Gender-Fair Language in The English Modules of The Department of Education

Uploaded by

Copyright:

Available Formats

A Content Analysis of Gender-Fair Language in The English Modules of The Department of Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Content Analysis of Gender-Fair Language in The English Modules of The Department of Education

Uploaded by

Copyright:

Available Formats

A CONTENT ANALYSIS OF GENDER-FAIR LANGUAGE IN THE ENGLISH

MODULES OF THE DEPARTMENT OF EDUCATION

Faculty of the College of Arts and Letters

University of Rizal System

of the Requirements of the Degree of

The researchers would like to express their sincere gratitude to everyone

would like to thank the following in relation to this:

for the improvement of this research, his indispensable advice, recommendations

and suggestions while conducting the study;

the constant encouragement to all the students undertaking researches of their

Norberto M. Nataño, DCOmm and Eloisa M. Bayangos, MAT, panelists,

for their valuable comments and suggestions to improve the study;

English Teachers of Mahabang Parang National High School, Cardona

Our Encouraging Friends, Close Friends and Classmates, for being

we utilized in this study.

An uncommon sentiment of appreciation to our adoring guardians who have

bolstered us since the start of the examination procedure, whose uplifting

statements and push for determination ring in our ears.

modules of the Department of Education. Gender analysis was employed through

which made use of an adapted survey-questionnaire, and the results were

participated in the survey. Teachers were specifically picked to respond to a

questionnaire designed to assess whether the instructional materials used in

DepEd modules contain gender-fair language. As a result, researchers used

several methods to identify 442 textual presentations and evidence of sexism in

a woman and a man on tasks. Gender-fair concepts were integrated into

applicability being "Always Applied". The following recommendations were offered

coordinators/supervisors of the Learning Resource Management and

Development System (LRMDS), school administrators, to create normative

standards for creating gender-fair educational materials and modules.

LIST OF FIGURES viii

1 THE PROBLEM AND ITS BACKGROUND 1

Background of the Study 1

3 PRESENTATION, ANALYSIS, AND INTERPRETATION 21

Gender-fair Analysis of English Junior High School and 21

Overall Analysis of the Frequency of Violations in the 23

Overview of Violations Found in Selected Junior High and 28

4 SUMMARY, CONCLUSION AND RECOMMENDATIONS 53

1 Analysis in the Number of Violations in the English 28

2 Analysis in the Number of Violations in the English 29

3 Analysis in the Number of Violations in the English 29

4 Analysis in the Number of Violations in the English 30

5 Analysis in the Number of Violations in the English 30

6 Analysis in the Number of Violations in the English 31

7 Analysis in the Number of Violations in the English 32

8 Analysis in the Number of Violations in the English 32

9 Analysis in the Number of Violations in the English 33

10 Analysis in the Number of Violations in the English 33

11 Analysis in the Number of Violations in the English 34

12 Analysis in the Number of Violations in the English 35

13 Analysis in the Number of Violations in the English 35

14 Analysis in the Number of Violations in the English 36

15 Analysis in the Number of Violations in the English 37

16 Analysis in the Number of Violations in the English 37

17 Analysis in the Number of Violations in the English 38

18 Analysis in the Number of Violations in the English 39

19 Analysis in the Number of Violations in the English 39

20 Analysis in the Number of Violations in the English 40

21 Analysis in the Number of Violations in the English 41

22 Analysis in the Number of Violations in the English 42