Hu2ab Group 6 Research

AICS Lipa
Senior High School Department
Practical Research 2
DISTINGUISHING THE SUPPOSED KNOWLEDGE AND ATTITUDE
OF THE GRADE 12 STUDENTS OF AICS LIPA TOWARDS THE
PROMOTION OF GENDER EQUALITY
Proponents
JOHN PAUL B. ALCANTARA

JOHN MICHAEL FERNANDEZ
DANICA HERNANDEZ
LORAINE MANLANGIT
PRINCESS L. OLANO
REYVEN G. SAMONTE
HUMSS / HUMS2AB
Instructor
CHARLENE B. GONZALES
2023
APPROVAL SHEET
This research entitled “DISTINGUISHING THE SUPPOSED

KNOWLEDGE AND ATTITUDES OF THE GRADE 12 STUDENTS OF
AICS LIPA TOWARDS THE PROMOTION OF GENDER EQUALITY”
prepared and submitted by JOHN PAUL B. ALCANTARA, JOHN
MICHAEL FERNANDEZ, DANICA HENANDEZ, LORAINE
MANLANGIT, PRINCESS L. OLANO, REYVEN G. SAMONTE, has been
approved and accepted as partial fulfilment of the requirements for the
grade 12 senior high school Humanities and Social Sciences.
CHARLENE B. GONZALES, LPT

Adviser/Instructor
Accepted and approved by the Committee on Oral Examination with a grade

of ______________.
PANEL OF RESEARCHERS
JUDITH L. AGOJO, LPT

Member
MEYETH M. MENDOZA, Rpm JAYSA C. MALDONADO

Member Member
Accepted and approved in partial fulfilment of the requirements for

the grade 12 senior highschool, Humanities and Social Sciences
02/01/2023 CHRISTOPHER R. VALEÑA, CSPE., LPT

Date Administrator, AICS
AICS Lipa HUMSS PRR2 SY 2022-2023 Page i

ACKNOWLEDGMENT
The researchers would like to express their deepest gratitude and
appreciation to the following people who contributed and provided support
in the fulfillment of the study:
Mr. Christopher R. Valeña, Administrator of AICS, for his
challenging and inspiring critique, comments and suggestions that
encouraged the researchers to give their best to accomplish this research
work;
Ms. Judith L. Agojo, Faculty head, for assisting and extending
efforts and lending all the information for the accomplishment of the
present undertaking;
Ms. Meyeth M. Mendoza, Guidance counselor, for her patient
supervision on how the content would be of substance;
Ms. Jaysa C. Maldonado, for their challenging suggestions and for
providing inputs for the improvement of the study;
Mr. Charlene B. Gonzales, Research adviser and Instructor for the
continuous support of my study and research, for his patience, motivation,
enthusiasm, and immense knowledge.
The parents who willingly helped to conduct this research
successfully and meaningfully;
AICS Lipa HUMSS PRR2 SY 2022-2023 Page ii

Their parents, loved ones and friends, for giving them moral and financial
support and for serving as their inspiration and motivation to pursue this
study;
And above all, to the Almighty God, who made everything possible,
for always guiding them and for giving them the strength, wisdom,
knowledge and understanding in times of difficulties.
John Paul
John Michael
Danica
Loraine
Princess
Reyven
AICS Lipa HUMSS PRR2 SY 2022-2023 Page iii

ABSTRACT
This research distinguished the supposed knowledge and attitudes of the
Grade 12 students at the Asian Institute of Computer Studies – Lipa. It also
determined the demographic profile of its respondents based on their Age,
Gender, and Section. Moreover, it also studied the level of knowledge and the
respondents' attitudes on promoting Gender Equality in the household, school,
and community.
Using a descriptive research design, the researchers utilized a researcher-
made questionnaire for gathering the necessary data. This instrument was
distributed to the Grade 12 respondents of the Asian Institute of Computer Studies
– Lipa. The researchers used frequency, percentage, and weighted mean to treat
and interpret the gathered data.
With reference to the findings, it is revealed that most of the respondents
are adolescents, female, from the section of HU2AB under the Humanities and
Social Sciences, had a high level of knowledge on gender equality and had a
positive attitude towards promoting gender equality in household, school, and
community.
Under the findings of this study, it is recommended that the presented plan
of action by the researchers be employed to further the knowledge of the students
of AICS – Lipa on gender equality. In addition, it is also recommended to produce
a corresponding study with a different locale, respondents, and pivot in our
AICS Lipa HUMSS PRR2 SY 2022-2023 Page iv

society to improve the information with the subject matter. This will continue the
cycle of knowing how high the knowledge and the kind of attitude people have
when it comes to promoting Gender Equality. It will not only eradicate gender
disparity but also lead to a positive domino effect that will give potent groups and
individuals consciousness of how this issue will affect the status quo and the
future.
AICS Lipa HUMSS PRR2 SY 2022-2023 Page v

TABLE OF CONTENTS
APPROVAL PAGE
ACKNOWLEDGMENT
ABSTRACT
CHAPTER I
THE PROBLEM
A. Introduction
B. Justification of the study
C. Importance of the study
D. Scope and Limitation and Delimitation
E. Definition of Terms
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Conceptual Literature
B. Related Literature
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
B. Subjects of the Study
C. Data gathering Instruments

D. Data Gathering Procedure
E. Statistical Treatment of Data
CHAPTER IV
PRESENTATION, ANALYSIS AND DATA INTERPRETATION
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION
A. Summary of Findings
B. Conclusions
C. Recommendations
BIBLIOGRAPHY
CURRICULUM VITAE
AICS Lipa HUMSS PRR2 SY 2022-2023 Page ii

CHAPTER I
THE PROBLEM
Introduction
Today, despite a significant decline in the factors supporting gender
disparity, gender discrimination still exists. Regardless of the many laws and
regulations protecting the rights of a person, many men, women, and LGBTQIA+
(lesbian, gay, bisexual, transgender, queer, intersex, asexual, and more) people
experience different means of gender inequality on different premises of society,
such as in the community, school, and even at home. Rewhorn (2020) stressed
that Gender inequality is problematic as it lowers well-being and is regarded as a
form of injustice in the very conception of equity. It also affects a person's
physical and mental well-being, depriving them of living according to how they
want. While the United Nations’ notions that Gender equality--besides being a
fundamental human right, is essential to achieve peaceful societies with full
human potential and sustainable development. Unfortunately, there is still a long
way to go to achieve the full equality of rights and opportunities between men and
women.
According to the Gender Gap Report published in 2021 by The World
Economic Forum, the pandemic has shifted the attainment of gender equality by a
whole generation, from 99.5 years to 135.6 years, in just 12 months. Furthering
the fight for gender equality more laboriously in terms of economic, political, and
AICS Lipa HUMSS PRR2 SY 2022-2023 Page 1

even social. Thus, a continuous intervention against Gender Inequality must be
done to achieve Gender Equality (Singh, 2020). Generating social and structural
change that results in sustainable development with justice and growth is essential
to creating decent work for all. Awareness-raising is a strategy for advancing
knowledge exchange, fostering intercultural understanding, and establishing the
skills and competencies necessary for social change. Education is one of the most
potent instruments in ushering a social change that promotes all people’s rights. It
cultivates views that influence societal changes and permeate all aspects of human
life (Raturi, 2022).
Furthermore, the researchers aim to know the depth of knowledge of the
G12 students of the Asian Institute of Computer Studies - Lipa regarding gender
equality. It will be used as the basis for finding out the impact of the promotion of
gender equality among the study participants. Moreover, the researchers will use a
Descriptive Research Design, particularly the survey questionnaire through an
online software medium. This is to collect data and carefully present the
connection of aggregated variables used in the research. Researchers perceive this
design as appropriate and applicable to the selected topic, as it will facilitate
recording data from the sixty respondents.
Justification of the Study
The study aims to distinguish the supposed knowledge and the attitude of
the Grade 12 students of the Asian Institute of Computer Studies of the City of
Lipa towards the Promotion of Gender Equality.

This study will seek the following questions specifically;
1. What is the demographic profile of the respondents in terms of the
following aspects:
1.1 Age,
1.2 Gender,
1.3 and Strand.
2. Do all Grade 12 students know gender equality?
3. What factors influence the awareness of Grade 12
students regarding gender equality?
4. What is the attitude of the grade 12 students on promoting
Gender Equality in:
4.1 Household
4.2 School
4.3 Community
5. What is the level of knowledge of the Grade 12 students about
Gender Equality?
Importance of the Study
This study is deemed significant for the following groups: The
Community, Instructors, Students, Parents, Researchers, and Future Researchers.
This research will spread awareness to the members of the community by

acknowledging gender inequality as a societal issue. It will also help educators
better understand how vital it is to recognize and promote gender equality in the
institution. As a significant part of our study, students and the respondents of this
study will be able to impose knowledge about gender equality and learn its
impacts on them and others. In addition, this research will help the researchers to
deeply understand the lying factors on the students’ perception and attitude
towards promoting gender equality. This study will provide ideas and information
that future researchers can use to develop more empirical data and contribute
meaningfully to the existing body of knowledge. Lastly, the researchers also
intend this study to contribute to the attainment of Gender Equality or the SDG5
(Sustainable Development Goal) of the United Nations.
Scope and Limitation and Delimitation
The study focused on the supposed knowledge and attitudes of the Grade
12 students of the Asian Institute of Computer Studies on Gender Equality
promotion particularly in:
1. The respondents of the study are the Grade 12 students of AICS - Lipa.
2. The study was conducted at the Asian Institute of Computer Studies -
Lipa Campus during the school year 2022-2023.
3. The target number of respondents for this study was sixty respondents.
4. The age of the respondents ranges from 16 to 19 years old.

Definition of Terms
For an accurate understanding of the terms used in this study,
different terms are operationally and conceptually defined herein.
Gender Equality. Gender equality definition is the state in which access
to rights or opportunities is unaffected by gender. It’s not only women who are
affected by gender inequality—all genders are impacted, including men, trans,
and gender-diverse people (Martinez, 2022).
LGBTQIA+. LGBTQIA+ is an inclusive term that includes people of all
genders and sexualities, such as lesbian, gay, bisexual, transgender, questioning,
queer, intersex, asexual, pansexual, and allies. While each letter in LGBTQIA+
stands for a specific group of people, the term encompasses the entire spectrum of
gender fluidity and sexual identities (Betts, 2021).
Discrimination. Discrimination is the unfair or prejudicial treatment of
people and groups based on characteristics such as race, gender, age, or sexual
orientation. That’s the simple answer. But explaining why it happens is more
complicated. (American Psychological Association, 2019).
Promotion. Promotion refers to a variety of actions intended to raise
greater awareness or advancement of an item (Kenton, 2022).
Social Change. It refers to changes in human interactions and
relationships that transform cultural and social institutions. These changes occur

over time and often have profound and long-term consequences for society
(Dunfey, 2019).
Sex. It refers to the physical differences between people who are male,
female, or intersex (Newman, 2021).
United Nations. It is commonly referred to as the U.N., an international
nonprofit organization formed in 1945 to increase political and economic
cooperation among its member countries (Hayes, 2021).
World Health Organization. The World Health Organization is the
international body responsible for public health. Known as the WHO, it is part of
the United Nations and was established in 1948. It is involved in many aspects of
health policy and planning (Britannica, n.d.).
Gender. It involves how a person identifies (Newman, 2021).
Human Rights. These are rights that all people have, regardless of their
country, gender, ethnicity, or other characteristics (Herre & Roser, 2016).
Society. It is an important basic concept of sociology (Chakma, 2022).
SDG (Sustainable Development Goal). Adopted by the United Nations
in 2015 as a call-to-action for people worldwide to address five critical areas of
importance by 2030: people, planet, prosperity, peace, and partnership (National
Geographic Society, 2022).

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature and studies that the researcher
considered in strengthening the importance of the present study.
Conceptual Literature
The conceptual literature review aims to categorize and describe concepts
relevant to the study or topic and outline a relationship between them, including
relevant theory and empirical research (Frederiksen et. al., 2018).
In the book (Pandey & Kumar, 2020) SDG5 - Gender Equality and
Empowerment of Women and Girls, it was stated that Gender inequalities have
several facets which manifest themselves in different forms according to the
context and situation of a region or community. Discrimination against women
primarily takes shape during the socialization of individuals, which ascribes
specific roles and responsibilities to men and women. The gender stereotypes
created are so deeply ingrained in our minds that we tend to perceive gender
equality only as a woman's issue. Men tend to be isolated from the process; this
gives a very narrow perspective on issues of gender inequality. Women's realities
are constantly changing with time and situation, with new manifestations of
discrimination regularly emerging. Several factors contribute to this
discrimination; others still increase or promote gender stereotypes. Depriving

women and girls of equal participation, choices and opportunities have several
implications for their lives and the future of the planet as a whole.
This short book on gender equality outlines the various dimensions,
namely, social, economic, and political, which form the three pillars of
sustainable development and how women have been systematically excluded
from the development process. The work suggests that sustainable development is
incomplete without women's participation and that much must be done to ensure
their inclusion. However, the lack of control and access to various resources and
property is an obstacle to women contributing to the development process. The
role of childbearing and childrearing, the non-economic status of domestic work
performed by women, low participation in economic activities, and paid labor
further exacerbate their inherently low position in society. Cultural norms and
practices perpetuate their insignificant participation in various decision-making
and leadership activities in societies' political, economic, social, cultural, and
religious spheres. This leads to the persistence of 'inequality traps,' whereby
women cannot escape the vicious circle.
Evans' (2019) book, The Persistence of Gender Inequality, addressed an
essential and vexing question: why does gender inequality persist? The book
provides three central answers. First, gender inequality is sustained by the
persistence of the 'double shift'—even when women work outside the home, they
still retain responsibility for the majority of care work inside it. Second, gender
inequality is perpetuated because shifts in women's status are often driven by
demands of capital and broader patterns of ideological and material change rather

than by feminist action. Third, gender inequality persists and is magnified when
feminism attempts to fit itself within neo-liberal models of individual economic
success. In this sense, Evans' book is part of a broader feminist literature that
responds to the corporatist 'self-help' feminism of Sheryl Sandberg and Anne
Marie Slaughter. The Persistence of Gender Inequality contributes to this
literature with a historically nuanced and literary account of shifting patterns of
gender inequality. Its central message is a challenge to feminists, demanding
greater attention to socio-economic inequality among women and more
significant skepticism of feminisms that center on adjusting women's 'attitudes'
and 'aspirations' by a neo-liberal agenda (p. 127).
In a report made by the World Economic Forum, globally, on its current
trajectory, it will now take more than a centennial year to close the gender gap
worldwide. It was due to the following reasons:
With only 22% of the gaps narrowed, the gender gap in political
empowerment remains the greatest of the four gaps being studied. It has also
grown by 2.4 percentage points from the report's 2020 edition. Women hold
26.1% of the over 35,500 parliamentary seats and 22.6% of more than 3,400
ministerial positions among the 156 nations included in the ranking.
As of January 15th, 2021, there have never been any women in the
position of head of state in 81 nations. According to the World Economic Forum,
achieving gender parity in politics will take 145.5 years at the current rate of
development. - Negative developments in several large countries have

exacerbated the gender gap in political participation, offsetting gains in 98 other
smaller nations. There are now more women in parliaments worldwide than in the
report's last iteration, and two nations have elected their first female prime
minister (Togo in 2020 and Belgium in 2019).
Of the crucial gaps monitored by the index, the gender gap in economic
participation and opportunity is the second largest. The results of the index this
year show that 58% of this gap has been closed. Since the report's 2020 edition,
the gap has only slightly closed; as a result, we predict it will take an additional
267.6 years to close. - Due to two competing tendencies, the Economic
Participation and Opportunity divide is slowly shrinking. On the one hand,
although at a slower rate, the share of women among trained professionals keeps
rising as salary equality is attained. On the other hand, the gap in overall income
is still far from being closed. Despite accounting for just 27% of manager jobs,
there remains a continuing need for more women in leadership roles.
Furthermore, the data currently available for the report's 2021 edition only
partially captures the pandemic's effects. According to projections for several
nations, gender participation inequalities in labor have widened since the
pandemic's onset. Thus, the economic gender gap between 1% and 4% may exist
globally more than stated.
With 37 countries already at parity, the gender gap in educational
attainment has been closed globally by 95%. However, the final stretch of the
journey is taking a while. If the index continues on its current course, it will take
14.2 years to close this gap completely. In terms of health and survival, the gender

gap has been reduced by 96%, albeit there has been a slight deterioration since
last year (not attributable to COVID-19), and the timeline for doing so is still
unclear. Even though there has been more improvement in education and politics
than in economics and politics, there will still be future consequences because of
the pandemic's disruptions and the ongoing quality differences across income,
geography, race, and ethnicity.
Related Literature
A literature review is a classification and evaluation of what accredited
scholars and researchers have written on a topic, organized according to a guiding
concept, such as a research objective, thesis, or the problem/issue to be addressed
(Saravanakumar, 2019). This chapter indicates the necessary existing studies that
are vital in backing up the study's purpose and goals.
A study by Agarwal (2018) entitled Current Opinion in Environmental
Sustainability, looked at how Sustainable Development Goals 5 (Gender Equality)
might contribute to achieving family food security and its constraints. It has the
potential to significantly improve women's capacity to produce and obtain food
because of the emphasis it gives to women's access to land and other natural
resources. Its shortcomings include a failure to acknowledge forests and fisheries
as essential food sources, a lack of focus on the production challenges women
farmers face, and a lack of clarity regarding which natural resources women
should have access to and why. In addition, other SDGs that impact food security
as a critical source of nutrition, like SDGs 15 and 14 regarding fish resources and

forests, neither address gender equality nor do SDG 13 (Climate action) recognize
the vulnerabilities of women farmers. It may be possible to go forward by
daringly interpreting SDG 5 and creating linkages with other SDGs. This applies
not only to SDGs that emphasize gender equality, such as SDGs 1, 2, and 13 on
poverty, hunger, and climate change but also to SDGs 14 and 15, whose silence
on the subject could hurt efforts to achieve food security as well as progress their
claimed goals of resource conservation.
In a study by Batar (2021), it was concluded that Gender equality is not
just a desirable objective but also a need for eliminating poverty, promoting
sustainable development, and establishing good governance. Our culture and
society create gender roles and stereotypes, and these roles are promoted as an
archetype or appropriate and acceptable conduct for a person of that sex. The
proponents of this theory argue that the differences in how men and women
behave are entirely due to societal conventions. In contrast, the opponents argue
that biological factors influence an individual's conduct.
However, since societal norms significantly affect gendered behavior, the
magnitude of such impact may vary. Gender is a concept created by society.
Gender is a social construct that is taught. We have no clue how to behave as a
male or a girl when we are born. We rely on others to teach us how to behave
appropriately for our gender. As a result, a person's gender is just an act
performed to meet societal expectations. As a result, it is not a true expression of
a person's gender identity. However, no one should be forced to fit into predefined
gender categories. A person should be able to identify their gender as they choose.

Humans are not one-dimensional creatures with one-dimensional personalities. If
we want to understand people, we need to view them as individuals, not just as
gender or sex, but as beings who develop through time as products of the
challenging and complex connection between their biology, society, and culture.
The participants in a study by Sumadsad & Tuazon (2016) had a mean
score of 3.61, which is roughly comparable to "aware," while the maximum range
on the scale corresponds to "very aware," indicating that there is still room for
improvement in the Philippines concerning Gender and Development awareness.
This outcome implies that they are familiar with relevant legislation and national
GAD mandates. According to the mean per-item evaluations, six of the eight legal
directives are known by Filipinos. It was consistent with the Human Development
Reports produced by the United Nations Development Program, which placed the
Philippines at position 107 for high human development in 2019 and with a
Gender Development Index of 1.007.
In a study by Deguma et al. (2018), they retrieved data from the reports of
the Philippines Statistics Authority and the World Economic Forum from 2006 to
2017 through data mining. This study employed the reported violence cases
against women to fit the Quadratic Trend Model, while the quality of gender
equality in the Philippines fits the Linear Trend Model. Both reports are
forecasted to be increasing for the next ten years. The symbolic regression
analysis provided a forecasted relatedness of the reported violence cases against
women to Gender Gap Index. The reported cases of violence against women have
a 73% positive association with increasing gender gap index. Such disclosure

supports the necessity of pragmatically real social action from governmental and
non-governmental organizations which prevent the occurrence of the crime of
violence against women in the future and increase gender equality to promote
social welfare as part of the sustainable development goals.
The study by Mustofa et al. (2021) discovered that male students in
Indonesia have not fully adopted gender parity in education, which was
corroborated by statistical findings. Some were labeled "uncertain" or "rejected,"
even. On the other hand, women students tend to support educational equality for
gender fully. Nevertheless, compared to earlier years, these results show
significant improvement. It takes a long time and constant effort to change one's
thinking; thus, it is a challenging process. There has been and continues to be a
shift in perspective toward a moderate and open-minded. The status quo-
supporting groups nevertheless hold onto some vestiges of conventional thought.
Women have, fortunately, gradually come to understand gender parity and rights.
A study by Plante et al. (2019) used a novel approach to examine the link
between gender ability stereotype endorsement and academic interests by
examining stereotypes people hold within the domains of mathematics and
language arts and between them. Grade 6 and 8 students (285 males and 363
females) reported their degree of stereotype endorsement and interest in these two
academic domains. It was revealed that stereotype endorsement within and
between domains accounted for gender differences in interest. In language arts,
endorsing a stereotype that females are more competent than males predicted
subsequent interest in the domain and accounted for the more excellent language

arts interest among females. In mathematics, however, the perception that males
are more competent in mathematics relative to language arts was linked to
students' interest in this domain and accounted for the interest gap between
genders. These results suggest that students' interests relate to endorsed
stereotypes that are either driven by a perceived gender superiority within one
domain—when females are viewed as more competent than males in language
arts—or a gender superiority between two domains—when males are viewed as
more competent in mathematics relative to language arts. Considering not only
stereotypes favoring a gender within one domain but also between domains
provides a more accurate portrait of students' actual stereotypes. It can be helpful
to understand better how the interest gap emerges.
A study by Yesil and Karaboga (2021) showed that middle school pupils
embraced traditional gender norms due to the environment. It was discovered that
the participant's opinions on gender roles shifted in favor of gender equality after
putting the action plan into practice. As a consequence of the study, it is advised
that individuals should be made aware of gender equality through education,
which is the cornerstone of the socio-economic growth of the nations, and that
educational environments should be set up in response to this knowledge. This
study aimed to alter middle school kids' ideas on gender roles in a more
egalitarian way. A public middle school sixth-grade class of 15 females and 14
boys, ages 11 to 12, makes up the research group. Action research, one of the
qualitative research methods, was used in the study. A questionnaire form
prepared by the researchers following the sub-problems of the research was used

as a data collection tool. Descriptive analysis was used in data analysis. The study
included action research, one of the qualitative research techniques. Data was
gathered using a questionnaire form that the researchers had created in response to
the sub-problems of the study. Data analysis employed descriptive analysis.

CHAPTER III
RESEARCH METHODOLOGY
Generally, this chapter surmises the Research Design, Subjects of the
Study, Data Gathering Procedure, Data Gathering Instrument, and Statistical
Treatment of the Data. More specifically, this chapter encapsulates the
justification of the design choices that explains and describes how the chosen
techniques by the researchers are appropriate for their research aims and
objectives and will provide valid and reliable results (Jansen & Warren, 2020).
Research Design
A research design also called a research strategy, is a plan to answer a set
of questions (McCombes, 2019). It is a framework that includes the methods and
procedures to collect, analyze, and interpret data. In other words, the research
design describes how the researcher will investigate the central problem of the
research (Bouchrika, 2022).
The descriptive method of research was used in this study. Descriptive
method of research is a fact-finding study with adequate and accurate
interpretation of the findings. It describes what is. It describes with emphasis what
actually exist such as current conditions, practices, situations, or any phenomena.
Since the foregoing study was concerned with Distinguishing the Knowledge and
Attitude of the Grade 12 Students of the Asian Institute of Computer Studies –

Lipa towards the Promotion of Gender Equality, the descriptive method of
research was the most appropriate method to use.
Subjects of the Study
Due to the nature of this research, simple random sampling was most
appropriate. Simple random sampling allows all the units in the population to
have an equal chance of being selected (Thomas, 2020). Thus, putting inferences
about a large population by examining a smaller sample (Horton, 2020).
The population of the study was the Grade 12 students of the Asian
Institute of Computer Studies - Lipa. The researchers, with high consideration of
the feasibility and accessibility of the study, chose this population. A total of 60
respondents was included using simple random sampling. Regardless of the age,
gender, strand, and the student's learning modality, the respondents were chosen
randomly.
The respondents of this study were the Grade 12 students of AICS - Lipa
enrolled under the HUMSS, GA, ICT, and ABM strands under the following
sections:

Table 1
Distribution of Respondents
Grade 12 Sections Number of Respondents
HU2AA 8
HU2AB 14
GA2AA 11
GA2AB 6
IC2AA 9
BM2AA 12
Total 60
The table above shows that HU2AA had eight respondents while HU2AB
had fifteen respondents and GA2AA had eleven respondents, and GA2AB had six
respondents. Furthermore, IC2AA had nine respondents, and BM2AA had twelve
respondents. In this study, sixty respondents answered the survey questionnaires
about the supposed knowledge and attitudes of the Grade 12 students of the Asian
Institute of Computer Studies - Lipa towards promoting Gender Equality.
C. Data gathering Instruments
In this study, researcher-made questionnaires was used to gather the
necessary data needed. The questionnaires were divided into four parts. First is

Informed Consent, which includes the Purpose and Background, Procedure,
Confidentiality, and Voluntary Participation. The second part entails the
Demographic Profile of the respondents in terms of their age, gender, strand, and
section. The respondent's name was also included but was made to be optional.
The third part consists of ten questions determining the respondent's knowledge of
gender equality. Moreover, the last part consists of fifteen questions that
determine the respondent's attitudes toward promoting gender equality in three
different premises.
Construction. The researchers gathered information relevant to the present study
from different reliable sources ascribing how a research questionnaire is being
made. The Justification of the Study was the general basis of the researchers in
modifying their questionnaires. Thus, answering the general questions indicated
in the Justification of the Study. Then, the researchers prepared and submitted a
questionnaire draft to their research adviser for further improvement.
Validation. After the questionnaire was improved, the researchers submitted the
final draft to their research adviser for content validation. After being validated,
their research adviser imposed to start gathering the needed data for the
researchers' study.
Administration. The researchers transferred the content-validated questionnaire
to google forms. With the Institution and the research adviser's permission, the
researchers then dispersed the survey questionnaire to the randomly selected
Grade 12 students of the Asian Institute of Computer Studies - Lipa.

Retrieval. Since the researchers used modern data-gathering tools, questionnaire
retrieval was convenient. After the respondents have completed the questionnaire,
the data will be collected through Google Forms and will be proceeded to scoring.
Scoring. The researchers interpreted the information gathered based on the Likert
Scale Method and were rated based on the following:
4 3.26 - 4.00 Strongly Agree
3 2.51 - 3.25 Agree
2 1.76 - 2.50 Disagree
1 1.00 - 1.75 Strongly Disagree
Data Gathering Procedure
The researchers used google forms for data gathering. Informed Consent
and Questions are included in this online data-gathering tool. Before distributing,
the researchers submitted a preliminary version of google forms to their research
adviser for quality checking. After approval, the researchers distributed the
questionnaire individually through a private message via messenger.
Statistical Treatment of Data
After the questionnaire is answered, the profile of the respondents will be
taken according to age, gender, and section. Data from each item mentioned in the
survey questionnaires will be placed in tabular forms with indicated percentages
and frequency. Through this, the researchers will get a description of the profile
of the respondents. This will show an assessment of the Grade 12 Students of the

Asian Institute of Computer Studies - Lipa on their knowledge and attitudes
toward promoting gender equality.
The following statistical tools will be utilized in order for the researchers to
treat and give meaning to the data gathered in this study:
Weighted mean. Weighted average is a calculation that takes into account the
varying degrees of importance of the numbers in a data set. In calculating a
weighted average, each number in the data set is multiplied by a predetermined
weight before the final calculation is made (Ganti, 2022). This is statistical tool
will be utilized in order for the researchers to identify the overall responses of the
respondents.
Frequency and percentage. The researchers applied this statistical tool in this
study in order to determine the distribution of response of the questions. Both
have been utilized to determine and calculate the participants' demographic
characteristics in terms of age, grade level and strand, and gender.

Distinguishing the Supposed Knowledge and Attitudes of the G12 Students of AICS Lipa
Towards the Promotion of Gender Equality
Questionnaire
I. Purpose and Background
This study generally aimed to know the level of knowledge and attitudes of the grade 12
students of the Asian Institute of Computer Studies – Lipa towards the promotion of gender
equality. It implores to particularly (a) depict the demographic profile of the respondents in terms
of age, gender, and strand, (b) knowledge of the respondents on gender equality, and (c) their
attitudes on promoting gender equality.
II. Procedure
The data collection will involve a Likert Scale and will take about 10 minutes in total
using an online data collection tool called google forms. If you agree to participate, the researchers
will not collect any personal information. General information such as age, gender, and strand will
be collected but all answers will be submitted anonymously.
III. Confidentiality
The researchers will utilize reasonable measures to guarantee that the data you share as
part of our study remains private. No publications, presentations, or reports resulting from this will
include information that identifies you. After the study is completed, necessary data will be kept
but all data where the possibility of personally identifying the participants will be deleted.
IV. Voluntary Participation
Your decision whether or not to participate in this study is voluntary and will not affect
your relationship with the Asian Institute of Computer Studies – Lipa nor the researchers. If you
choose not to participate in this study, you can withdraw your consent and discontinue
participation at any time without prejudice. After answering the questionnaire, please click the
submit button at the lower right corner of the survey questionnaire.
Part I. Demographic Profile
Directions: Please provide the information about the following statement. Kindly put a check (/)
inside the box that corresponds to your answers.
1.) Name
______________ (optional)
2.) Age
[ ] 16 years old
[ ] 17 years old
[ ] 18 years old
[ ] 19 years old

3.) Gender
______________ (please specify)
4.) Section
[ ] HU2AA
[ ] HU2AB
[ ] GA2AA
[ ] GA2AB
[ ] BM2AA
[ ] IC2AA
Part II. Knowledge of Gender Equality
Directions: For each statement in the survey questionnaire, please indicate how much you agree
or disagree with the statement by putting a check in the box on the right side of each statement.
There are no right or wrong answers. Your answers will be kept strictly confidential and you will
not be identified.
4 3 2 1
A. Knowledge of Gender Equality
SA A D SD
1. I am aware of Gender Equality.
2. I have knowledge of gender equality.
3. I know that gender equality is a

fundamental human right.
4. I know that there is a wide spectrum of

gender.
5. I engage myself on topics that tackle gender

equality.
6. I have resources that I can use to know

more about gender equality.
7. I know gender equality affects our

community.

8. I know how gender inequality affects our
community.
9. I understand that gender equality must

apply to all.
10. I am eager to learn about gender equality.
Part III. Attitude in Promoting Gender Equality in the Households, School, and Community
Directions: For each statement in the survey questionnaire, please indicate how much you agree
or disagree with the statement by putting a check in the box on the right side of each statement.
There are no right or wrong answers. Your answers will be kept strictly confidential and you will
not be identified.
4 3 2 1
A. Household
SA A D SD
1. I am in favor that even in households

gender equality must be promoted.
2. I think Promoting Gender Equality at

home will positively impact my family and
me.
3. I think households must be open to the

topic of Gender Equality.
4. I feel like households should support

Gender Equality.
5. I think that promoting gender equality,

will help the members of each household
to have harmony with each other.
4 3 2 1
B. School
SA A D SD
1. I am in favor of promoting Gender

Equality in Schools.
2. I think Promoting Gender Equality in

school will benefit students and teachers.
3. I am eager to see all public and private
schools promote gender equality at all
times.

4. I think schools must always teach the
importance of Promoting Gender Equality.
5. I feel schools should fully accept their
students despite their differences in
gender, gender identity, and gender
expression
4 3 2 1
C. Community
SA A D SD
1. I think promoting gender equality in the

community is important.
2. I think a gender-sensitive community will

establish harmony among its members.
3. I think political and religious differences
should not be a basis for supporting the
promotion of gender equality in the
community.
4. I think a community should engage in
activities that support gender equality.
5. I think that a community must all have
prior knowledge of the effects of
promoting gender equality.

CHAPTER IV
PRESENTATION, ANALYSIS AND DATA INTERPRETATION
This chapter administers the data gathered using the questionnaire. It
includes the presentation, analysis, and data presentation. All gathered data was
expounded and analyzed, elicited from the justification of the study.
1. Profile of the Parent-Respondents
The foregoing research investigated the demographic profile of the
respondents with reference to their Age, Gender, and Section.
1.1 Profile of parent-respondents in terms of Age. The researchers
deemed this an important factor in determining the respondents' supposed
knowledge and attitudes toward promoting gender equality. This enables the
researchers to provide context and detail to the current study by considering the
Age of the respondents. The age profile of the respondents is shown in the Table
1, along with its frequency and percentage.
Table 2
Profile of the Respondents in terms of Age
Age Frequency Percentage
16 years old 0 0%
17 years old 30 50%
18 years old 25 41.7%
19 years old 5 8.3%
Total 60 100%

It can be regarded from the table that the Grade 12 respondents aged 17
years old dominated with 30 or 50% of the entire population of the study. On the
other hand, 26 or 43.3% of the overall sample are 18 years old, and 5 respondents
are 19 years old, which equates to 8.3%.
This indicates that most respondents are adolescents, with a vast
percentage of 50%. In total, in this research study, there are 60 respondents.
Adolescence is a period of physical, cognitive, emotional, and social changes
frequently resulting in different behavior (Palminteri et al., 2016). It is also a
period of self-discovery, where it is normal for teenagers to experiment with
friendship, activities, substances, and sexuality. Many physical, sexual, cognitive,
social, and emotional changes happen during this time (Hashmi & Fayyaz, 2022).
Therefore, this can cause changes in how these children view societal problems,
such as the promotion of gender equality. In addition, adolescence (defined as
ages 10–19) is one of the most critical periods of human development, as health
and well-being impact long-term outcomes (Blum et al., 2017). Further, the
construction of gender attitudes and perceptions of gender norms also occurs
during this stage of human development (Landry et al., 2019).
1.2 Profile of Respondents in terms of Gender. The researchers
researchers to provide context and detail to the current study by taking the Gender
of the respondents into account. The gender profile of the respondents is shown in
the Table 2, along with its frequency and percentage.

Table 3
Profile of the Respondents in terms of Gender
Gender Frequency Percentage
Bisexual 2 3.3%
Male 24 40%
Female 34 56.7%
Total 60 100%
It can be regarded from the table that the Grade 12 female respondents
dominated with 34 or 56.7% of the entire population of the study. On the other
hand, 24 or 40% of the overall are male students, and 2 respondents are bisexual,
which equates to 3.3%.
This concludes that most of the respondents of the foregoing study are
female, with a total number of 34 or 56.7%. It signifies that most of the female
students are engaged in participating in the promotion of gender equality. This
also indicates that females have more knowledge in line with gender equality.
This is backed by a study by Li et al. (2022). Their study showed that girls' gender
equality awareness was higher than boys' overall gender equality awareness in
various fields. This only means that their participation in causes such as the
promotion of gender equality is higher than of boys. Moreover, a report by
Horowitz & Fetterolf (2020) said that within countries, views of equality often
differ by Gender. In 20 nations, women are more likely than men to say gender
equality is essential.
1.3 Profile of the Respondents in terms of Section. The researchers

researchers to provide context and detail to the current study by considering the
Section of the respondents. The Section of the respondents is shown in Table 3,
along with its frequency and percentage.
Table 4
Profile of the Respondents in terms of Section
Section Frequency Percentage
HU2AA 8 13.3%
HU2AB 14 23.3%
GA2AA 11 18.3%
GA2AB 6 10%
IC2AA 9 15%
BM2AA 12 20%
Total 60 100%
The HU2AB Section of the respondents dominated with 14 or 23.3% of
the entire population. While the sections of BM2AA had 12 or 20%, GA2AA had
11 or 18.3%, IC2AA had 9 or 15%, HU2AA had 8 or 13.3%, and GA2AB had 6
or 10% from the entire population.
It can be said that respondents under the Humanities and Social Sciences
are more active in line of the current study's aim of distinguishing the supposed
knowledge and attitudes of the grade 12 students toward promoting gender
equality. This is likely due to the nature of the strand of HUMSS. According to
the University of San Jose - Recolectos, this strand covers a wide range of
disciplines that delve into the investigation and inquiry of human conditions that
use empirical, analytical, and critical methods of studying human behavior and
societal changes. Thus, making it a reason why the HU2AB Section from the
respondents dominated the number of responses.

2. Responses of the Respondents
The foregoing research investigated the level of knowledge on
gender equality of the respondents and their attitudes of promoting gender
equality.
2.1 Knowledge of Gender Equality. Table 4. presents the level of
knowledge of the respondents on gender equality with an overall mean rating of
3.36 or a descriptive rating of strongly agree. The respondents strongly agree with
the statements provided in the research questionnaire, which tests their knowledge
of gender equality: awareness of gender equality (WM-3.58), ranked 1; eager to
learn more about gender equality (WM-3.57), ranked 2; knew that gender equality
is a fundamental human right (WM-3.52), ranked 3; understands that gender
equality must apply to all (WM-3.50), ranked 4; know gender equality (WM-
3.40), ranked 5; knew that gender has a broad spectrum (WM-3.35), ranked 6;
engages thyself in topics about gender equality (WM-3.28), ranked 7; have
resources that can be utilized to know more about gender equality (WM-3.23)
ranked 8; knew that gender inequality affects our community (WM-3.17), ranked
9 and knows how gender equality affects our community (WM-3.05) ranked 10.

Table 5
Knowledge of Gender Equality
Items Weighted Verbal Rank
Mean Interpretation
1. I am aware of Gender 3.58 Strongly Agree 1
Equality.
2. I have knowledge of 3.40 Strongly Agree 5
gender equality.
3. I know that gender
equality is a fundamental 3.52 Strongly Agree 3
human right.
4. I know that there is a 3.35 Strongly Agree 6
wide spectrum of gender.
5. I engage myself on topics 3.28 Strongly Agree 7
that tackle gender equality.
6. I have resources that I
can use to know more about 3.23 Agree 8
gender equality.
7. I know gender equality 3.05 Agree 10
affects our community.
8. I know how gender
inequality affects our 3.17 Agree 9
community.
9. I understand that gender 3.50 Strongly Agree 4
equality must apply to all.
10. I am eager to learn 3.57 Strongly Agree 2
about gender equality.
Composite Mean 3.36 Strongly Agree
Based on the findings, it implies that the respondent’s level of knowledge
on gender equality is high. It is revealed that respondents were able to acquire
knowledge on gender equality through the resources they could use to know the
said topic. In addition, the findings reveal that the respondents have background
knowledge regarding gender equality. Also shown in the table, the respondents’

understanding of gender equality as vital in our community, a fundamental human
right, its spectrum, and a comprehension that gender equality must apply to all.
With the technological advancement of our era, the source for knowing
gender equality has been easier than before. The study by Khanlarian & Singh
(2015) found that their respondents perceived technological advancement as
beneficial and that they expected it to be used effectively. With this regard, it can
be concluded that technology is one of the reasons why students of the AICS –
Lipa have a high knowledge and a thorough understanding of gender equality.
1.1 Attitudes in Promoting Gender Equality in Household. Table 5
presents the level of attitudes of the respondents on promoting gender
equality in households, with an overall mean rating of 3.37 or a
descriptive rating of strongly agree. The respondents strongly agree
with the statements provided in the research questionnaire, which
seeks to know their attitude on the promotion of gender equality in
household: thinks that openness in gender equality of households and
thinks that promoting gender equality will help each member of the
family to have harmony (WM-3.47), ranked 1.5; feels that household
should support gender equality (WM-3.35), ranked 3; favors that even
in households gender equality must be promoted (WM-3.32), ranked
4; thinks that promoting gender equality at home will positively
impact their family.

Table 6
Promoting Gender Equality in Household
Items Weighted Mean Verbal Interpretation Rank
1. I am in favor that
even in households 3.32 Strongly Agree 4
gender equality must be
promoted.
2. I think Promoting
Gender Equality at
3.25 Agree 5
home will positively
impact my family and
me.
3. I think households
must be open to the 3.47 Strongly Agree 1.5
topic of Gender
Equality.
4. I feel like households
3.35 Strongly Agree 3
should support Gender
Equality.
5. I think that promoting 3.47 Strongly Agree 1.5
gender equality, will
help the members of
each household to have
harmony with each
other.
The findings imply that the respondents' attitude toward promoting gender
equality in the household is positive. Relating its overall weighted mean of 3.37
with the researchers' scoring scale, it revealed that the respondents positively
agreed with promoting gender equality in the said topic. This indicates that even
in a household, family members should uphold gender equality despite their
relationship with each other as a family.
According to EIGE-2021 Gender Equality Index 2021 Report on Health,
about 91 % of women with children spend at least an hour per day on housework,

compared with 30 % of men with children. The latest available data shows that
employed women spend about 2.3 hours daily on housework; for employed men,
this figure is 1.6 hours. Gender gaps in housework participation are the largest
among couples with children, at 62 p.p. (Figure 15), demonstrating an enduring
imbalance in unpaid care responsibilities within families. This is one of the
reasons why the respondents think that gender equality promotion in the
household should be seen and imposed as well. In addition, in a study by Cerrato
& Cifre (2018), results show that traditional gender roles still affect the way men
and women manage work and family interaction. However, the increased WFC
(work-family conflict) due to involvement in housework is not exclusive to
women but also occurs in men.
1.2 Attitudes in Promoting Gender Equality in School. Table 6 presents
the level of attitudes of the respondents on promoting gender equality in school,
with an overall mean rating of 3.47 or a descriptive rating of strongly agree. The
respondents strongly agree with the statements provided in the research
questionnaire, which seeks to know their attitude on the promotion of gender
equality in school: think promoting gender equality in school will benefit both
students and teachers and thinks schools must always teach the importance of
promoting gender equality (WM-3.58), ranked 1.5; favors promoting gender
equality in school, eager to see both public and private schools promote gender
equality at all times, and feels that schools should fully accept their students’
differences despite their differences in gender, gender identity, and gender
expression (WM-3.45), ranked 3.

Table 7
Promoting Gender Equality in School
1. I am in favor of 3.45 Strongly Agree 3
promoting Gender
Equality in Schools.
2. I think Promoting 3.50 Agree 1.5
Gender Equality in
school will benefit
students and teachers.
3. I am eager to see all 3.45 Strongly Agree 3
public and private
schools promote gender
equality at all times.
4. I think schools must 3.50 Strongly Agree 1.5
always teach the
importance of Promoting
Gender Equality.
5. I feel schools should 3.45 Strongly Agree 3
fully accept their
students despite their
differences in gender,
gender identity, and
gender expression.
The findings imply that the respondents' attitude toward promoting gender
equality in school is positive. Relating its overall weighted mean of 3.47 with the
researchers' scoring scale, the respondents positively agreed with promoting
gender equality in the said topic. This indicates that even at a private or public
school, gender equality must always be promoted. In addition, it tells that
differences in gender, gender identity, and gender expression should be accepted
by the educational institution.
In the classroom, students encounter both explicit and implicit
assumptions about gender. A website by Waterford Organization (2020), an

organization that helps children and families, stressed that the prevalence of
gender stereotypes in the classroom is linked to the fact that more than 50% of all
women in STEM leave their field due to hostile work environments. Furthermore,
on a website by the National Center for Transgender Equality, a national survey
by GLSEN (Gay, Lesbian & Straight Education Network) was indicated. It was
found that 75% of transgender youth feel unsafe at school. Moreover, those who
can persevere had significantly lower GPAs, were more likely to miss school out
of concern for their safety and were less likely to plan on continuing their
education. That is why promoting gender equality in schools should be
implemented. Although the culture in Filipino schools is different from that of
other nations, this is still not a predicament for the institutions to put themselves
in the complacency of concluding that gender discrimination in schools is not
present. In this regard, the information as mentioned above is one reason the
respondents agreed to promote gender equality in schools.
1.3 Attitudes in Promoting Gender Equality in Community. Table 7
presents the level of attitudes of the respondents on promoting gender equality in
households, with an overall mean rating of 3.43 or a descriptive rating of strongly
agree. The respondents strongly agree with the statements provided in the
research questionnaire which seeks to know their attitude on promoting gender
equality in household: thinks promoting gender equality in the community is
important (WM-3.57), ranked 1; thinks that a community must all have prior
knowledge of the effects of promoting gender equality (WM-3.50), ranked 2;
thinks that a community should engage in activities that support gender equality

(WM-3.48), ranked 3; thinks that political and religious differences should not be
a basis for supporting the promotion of gender equality in the community (WM-
3.35), ranked 4; and thinks a gender-sensitive community will eradicate harmony
among its members (WM-3.25), ranked 5.
Table 8
Promoting Gender Equality in Community
1. I think promoting 3.57 Strongly Agree 1
gender equality in the
community is
important.
2. I think a gender- 3.25 Agree 5
sensitive community
will eradicate harmony
among its members.
3. I think political and 3.35 Strongly Agree 4
religious differences
should not be a basis
for supporting the
promotion of gender
equality in the
community.
4. I think a community 3.48 Strongly Agree 3
should engage in
activities that support
gender equality.
5. I think that a 3.50 Strongly Agree 2
community must all
have prior knowledge
of the effects of
promoting gender
equality.
Our community is filled with many people. These people differ from one
another in terms of many indicators and factors. Gender is one of that, which is
why gender equality in the community should also be promoted. According to the
results in the findings, it can be concluded that the respondents strongly agreed

with promoting gender equality in the community. This states that their attitude in
this regard is highly positive. Based on the results, it can be said that the
respondents think that a community should be gender-sensitive and promotes
gender equality and that religious differences should not be a basis for supporting
the promotion of gender equality.
The highly positive attitude of the respondents about promoting gender
equality in the community only means that this nuance is important to them as
community members. According to GEBCO (2016), or the Gender Equality
Bureau Cabinet Office, said that promoting gender equality in the community will
create a positive effect on society. This means that a society in which men,
women, and all other gender are given equal opportunities to participate
voluntarily in activities at all levels as equal partners will be able to enjoy
political, economic, social, and cultural benefits. This is one of the reasons why
the respondents, following the findings, strongly agree with promoting gender
equality in the community.

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
A. Summary
The study aims to distinguish the supposed knowledge and the attitude of
the Grade 12 students of the Asian Institute of Computer Studies of the City of
Lipa towards the Promotion of Gender Equality.
This study will seek the following questions specifically;
1. What is the demographic profile of the respondents in terms of the following
aspects:
1.1 Age,
1.2 Gender,
1.3 and Section.
2. Do all Grade 12 students know gender equality?
3. What factors influence the awareness of Grade 12 students regarding gender
equality?
4. What is the attitude of the grade 12 students on promoting Gender Equality
in:
4.1 Household
4.2 School

4.3 Community
6. What is the level of knowledge of the Grade 12 students about Gender
Equality?
In this study, a researcher-made questionnaire was the primary data collection
tool using the descriptive research approach. 60 Grade 12 students in the Asian
Institute of Computer Studies - Lipa was the study's subjects, and they were
selected using simple random sampling. Statistics methods such as percentage,
frequency, weighted mean, and ranking were used to process the collected data.
1. Profile of the Respondents
1.1 Age. Most respondents are 17 or 50, while 43.3 percent are 18 years
old, and the least is 19 years old, equivalent to 8.3 percent.
1.2 Gender. Most of the respondents were female, with 34 or 56.7 percent
of the total. While 24 or 40 percent were male and 2 or 3.3 percent were bisexual.
1.3 Section. The majority of respondents were HU2AB, with 14 or 23.3
percent. Followed by BM2AA with a frequency of 12 or 20 percent, GA2AA with
11 or 18.3 percent, IC2AA with 9 or 15 percent, HU2AA with 8 or 13.3 percent,
and GA2AB with the least total frequency of 6 or 10 percent.
2. Do all grade 12 students know Gender Equality?
In line with the findings of this research, it is regarded that the Grade 12
students at the Asian Institute of Computer Studies – Lipa knows Gender
Equality. Among the ten indicators, their awareness of Gender equality had the

highest weighted mean of 3.58, in line with the descriptive equivalent of strongly
agree, and their knowledge that gender equality affects the community had the
least mean of 3.05, which is in line with the descriptive equivalent of agree.
3. What factors influence the awareness of Grade 12 students regarding
gender equality?
The factors that affect the awareness of the Grade 12 students regarding
Gender Equality are their capability of having resources that they can utilize to
know more about gender equality had a mean of 3.23. Their engagement on topics
that tackle gender equality had a mean of 3.28.
4. What is the attitude of the Grade 12 students in promoting gender equality
on;
4.1 Household. The respondents view the promotion of gender equality in
households as highly positive, with a total composite mean of 3.37, equivalent to
a verbal interpretation of strongly agree.
4.2 School. The respondents' attitudes on promoting gender equality in
schools are highly positive, with a composite mean of 3.47, equivalent to the
strongly agreed verbal interpretation indicated in the research questionnaire.
4.3 Community. The respondents strongly agreed with promoting gender
equality in the community, with a composite mean of 3.43.
5. What is the level of knowledge of the Grade 12 students about Gender
Equality?

The level of knowledge of the Grade 12 students is high. It is regarded
from the findings of this research that the respondents' knowledge of gender
equality had a composite mean of 3.37, relying on the indicators or items about
the research questionnaire and Chapter 4 of this study.
B. Conclusions
In reference on the findings of this research, the following conclusions are
established:
1. Majority of the respondents are adolescents, female, and are from the
section of HU2AB under the Humanities and Social Sciences strand.
2. Majority of the respondents knows what Gender Equality is.
3. The capability of having resources and engagement with topics that
tackles gender equality are the factors that influence the awareness of the Grade
12 students regarding gender equality.
4. The attitudes of the respondents with regards to the promotion on
gender equality in the household, school, and community is positive.
5. The level of knowledge of the respondents on Gender Equality is high.
C. Recommendations
The following recommendations are presented in consideration of the
findings and conclusions.

1. The Asian Institute of Computer Studies – Lipa may teach various topics
that will help their students further hone their knowledge and understanding of
what gender equality entails and promote it in households, schools, and the
community.
2. It is also recommended for the Asian Institute of Computer Studies –
Lipa to encourage their students to use the institution’s resources, such as the
library and computer laboratory, to learn more about Gender Equality.
3. Officials of the Schools Division Office of Lipa City may consider, with
combined efforts, developing a new policy that will help students enhance their
knowledge of gender equality in light of the Department of Education’s order
series of 2017 and the attainment of the United Nation’s Sustainable Development
Goals 5: Gender Equality.
4. Research associated with the area of concern may be conducted.

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CURICCULUM VITAE
JOHN PAUL B. ALCANTARA

Contact number : 09457763571
Email : alcantarapaul23@gmail.com
PERSONAL INFORMATION
Address : Sabang, Lipa City, Batangas
Place of Birth : Sta. Cruz, Laguna
Date of Birth : January 23, 2003
Sex : Male
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
EDUCATIONAL ATTAINTMENT
Secondary : Asian Institute of Computer Studies - Lipa
Lipa City, Batangas
2022 - 2023
Lipa City Senior High School

Lipa City, Batangas
2021-2022
Lipa City National High School

Lipa City, Batangas
2018-2021
Janopol Oriental National High School

Tanauan City, Batangas
2017-2018
Primary : Mapandan Catholic School

Mapandan, Pangasinan
2013-2015
Lutucan Bata Elementary School

Sariaya, Quezon
2011-2013
Pansol Elementary School

Padre Garcia, Batangas
2010-2011

Mapandan Central Elementary School
Mapandan, Pangasinan
2009-2010
Calauan Central Elementary School

Calauan, Laguna
2008-2009

JOHN MICHAEL FERNANDEZ
Contact number :09503135028
Email
:johnmichaelfernandez391@gmail.com
Address : Golden Homes, Brgy.
Sabang, Lipa City, Batangas
Place of Birth : Brgy. Sabang, Lipa City
Date of Birth : July 2, 2005
Sex : Male
Secondary : Asian Institute of Computer Studies – Lipa
Lipa City
2021-2023
G.B. Lontok Integrated School

Lipa City, Batangas
2017- 2019
Primary : Teodor M. Kalaw Memorial School

Lipa City, Batangas
2003– 2008

DANICA HERNANDEZ
Email
:danicahernandezendaya@gmail.com
Address : San Nicolas St. Brgy.
Balintawak, Lipa City, Batangas
Place of Birth : Brgy. Balintawaka, Lipa
City
Sex : Female
Secondary : Asian Institute of Computer Studies – Lipa
Lipa City, Batangas
2021-2022
Lipa City National High School

2017-2021
Lipa City, Batangas
Primary : Marawoy Elementary School

Lipa City, Batangas
2016-2017
Senator Maria Kalaw Katigbak Elementary School

Lipa City, Batangas
2010-2016

LORAINE B. MANLANGIT
Email
:lorainemanlangit9@gmail.com
Address : Brgy. Balintawak 3, Lipa
City, Batangas
Place of Birth : San Pedro, Laguna
Date of Birth : May 22, 2005
Sex : Female
Lipa City, Batangas
2021-2023
Bulacnin Integrated National High School

Lipa City, Batangas
2017-2021
Primary : Abundio Torre Memorial Elementary School

Lipa City, Batangas
2010-2017

PRINCESS L. OLANO
Email
:princess25olano@gmail.com
Address : Pook Tsina Brgy. Sabang,
Lipa City, Batangas
Place of Birth : Brgy. Malabanan, Balete,
Batangas
Date of Birth : November 25, 2004
Sex : Female
Religion : Born Again
Secondary : Batangas National High School
Batangas City
2008- 2012
Bulacnin National High School

Lipa City, Batangas
2016-2020
Primary : Malabanan Elementary School

Balete, Batangas
2010-2016

REYVEN G. SAMONTE
Email :rgs01282004@gmail.com
Address : Athenians Brgy. Sabang,
Lipa City, Batangas
Place of Birth : Nasugbu, Batangas
Sex : Male
Religion : Catholic
Lipa City, Batangas
2021-2023
Brgy. Looc, Nasugbu, Batangas

Nasugbu, Batangas
2016-2020
Primary : Looc Elementary School

Nasugbu, Batangas
2010-2016

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AICS Lipa

Senior High School Department

JOHN PAUL B. ALCANTARA

This research entitled “DISTINGUISHING THE SUPPOSED

CHARLENE B. GONZALES, LPT

Accepted and approved by the Committee on Oral Examination with a grade

JUDITH L. AGOJO, LPT

MEYETH M. MENDOZA, Rpm JAYSA C. MALDONADO

Accepted and approved in partial fulfilment of the requirements for

02/01/2023 CHRISTOPHER R. VALEÑA, CSPE., LPT

AICS Lipa HUMSS PRR2 SY 2022-2023 Page i

The researchers would like to express their deepest gratitude and

appreciation to the following people who contributed and provided support

in the fulfillment of the study:

Mr. Christopher R. Valeña, Administrator of AICS, for his

challenging and inspiring critique, comments and suggestions that

encouraged the researchers to give their best to accomplish this research

Ms. Judith L. Agojo, Faculty head, for assisting and extending

Ms. Meyeth M. Mendoza, Guidance counselor, for her patient

supervision on how the content would be of substance;

Ms. Jaysa C. Maldonado, for their challenging suggestions and for

providing inputs for the improvement of the study;

Mr. Charlene B. Gonzales, Research adviser and Instructor for the

continuous support of my study and research, for his patience, motivation,

enthusiasm, and immense knowledge.

The parents who willingly helped to conduct this research

successfully and meaningfully;

AICS Lipa HUMSS PRR2 SY 2022-2023 Page ii

knowledge and understanding in times of difficulties.

AICS Lipa HUMSS PRR2 SY 2022-2023 Page iii

This research distinguished the supposed knowledge and attitudes of the

Grade 12 students at the Asian Institute of Computer Studies – Lipa. It also

determined the demographic profile of its respondents based on their Age,

respondents' attitudes on promoting Gender Equality in the household, school,

Using a descriptive research design, the researchers utilized a researcher-

distributed to the Grade 12 respondents of the Asian Institute of Computer Studies

and interpret the gathered data.

With reference to the findings, it is revealed that most of the respondents

positive attitude towards promoting gender equality in household, school, and

of action by the researchers be employed to further the knowledge of the students

of AICS – Lipa on gender equality. In addition, it is also recommended to produce

a corresponding study with a different locale, respondents, and pivot in our

AICS Lipa HUMSS PRR2 SY 2022-2023 Page iv

AICS Lipa HUMSS PRR2 SY 2022-2023 Page v

B. Justification of the study

C. Importance of the study

D. Scope and Limitation and Delimitation

REVIEW OF RELATED LITERATURE

B. Subjects of the Study

C. Data gathering Instruments

E. Statistical Treatment of Data

PRESENTATION, ANALYSIS AND DATA INTERPRETATION

SUMMARY OF FINDINGS, CONCLUSIONS AND

AICS Lipa HUMSS PRR2 SY 2022-2023 Page ii

Today, despite a significant decline in the factors supporting gender

experience different means of gender inequality on different premises of society,

that Gender inequality is problematic as it lowers well-being and is regarded as a

form of injustice in the very conception of equity. It also affects a person's

fundamental human right, is essential to achieve peaceful societies with full

human potential and sustainable development. Unfortunately, there is still a long