Morales, Marie Paz E.*
Educational Policy Research and Development Center, Philippine Normal University, Philippines (firstname.lastname@example.org)
Avilla, Ruel A.
Faculty of Science, Technology and Mathematics, Philippine Normal University, Philippines (email@example.com)
Espinosa, Allen A.
Faculty of Science, Technology and Mathematics, Philippine Normal University, Philippines (firstname.lastname@example.org)
The present study assessed gender equality in science and mathematics classrooms in terms of instructional language, classroom materials, teaching aids, textbooks, curriculum, activities, and interactions as well as classroom management. Mixed methods research was 7 employed in the study. Quantitative data were gathered using the Observation Protocol for Gender Equity in Classroom (Espinosa & Morales, 2015). Interviews, focus group discussions and classroom observations generated the qualitative data in the study. Participants in the study were conveniently selected by the researchers. Analysis of the interview transcripts showed agreement and disagreement with the observation reports. However, in most instances, participants believed that equality in gender should always prevail in the classroom and that if disparity manifests, both the student and the teacher are responsible in maintaining equality in the classroom.
Keywords: gender disparity; gender equality; science education; mathematics education