UNIVERSIDAD DE ZAMBOANGA
School of Education
Don Toribio Street, Tetuan, Zamboanga City 7000
Survey Questionnaire (for Students)
GENDER-RESPONSIVE TEACHING PRACTICES, STUDENT ENGAGEMENT, AND
LEARNING OUTCOMES
Name (Optional)___________________________________________
Gender: ☐ Female ☐ Male ☐ Binary ☐ Prefer not to say
Age: ☐ below 18 y.o. ☐ 18-22 y.o. ☐ 23-25 y.o. ☐ 26-30 y.o. ☐ 31 y.o. and above
Civil Status:
☐ Single ☐ Separated/ Divorce
☐ Single Parent ☐ Widow/ Widower
☐ Married ☐ Others (please specify)_______________
Major/ Program:
☐ English ☐ BTLED HE ☐ BATSIFIL
☐ Filipino ☐ BTLED ICT ☐ PEC
☐ Mathematics ☐ BTLED AFA
☐ Sciences ☐ BAELS
Year Level:
☐ First year ☐ Fourth year
☐ Second year ☐ PEC
☐ Third
Instructions: Please respond to each statement using the following scale:
1=Strongly Disagree
2= Disagree
3= Neutral
4= Agree
5 = Strongly Agree
PART I: GENDER-RESPONSIVE TEACHING PRACTICES (GRTP)
Muasya, J. N. (2021). Gender responsive pedagogy and early childhood teacher education: A
study of pre-primary school teachers in Nairobi County, Kenya. Teacher Education and
Curriculum Studies, 6(3), 101–108. [Link]
UNIVERSIDAD DE ZAMBOANGA
School of Education
Don Toribio Street, Tetuan, Zamboanga City 7000
1 2 3 4 5
Statements
SD D N A SA
A. CLASSROOM ENVIRONMENT:
1. The classroom is inclusive and welcoming to all
genders.
2. The classroom environment encourages diverse
perspectives and contributions from all students
regardless of gender.
3. The learning materials and resources in my classroom
are free from gender stereotypes.
4. The classroom rules and expectations are fair and
apply equally to all students.
5. The classroom fosters a sense of belonging and safety
for all students, regardless of gender.
6. The curriculum integrates gender perspectives into its
content and examples.
7. The curriculum avoids reinforcing gender stereotypes.
8. The classroom promotes a respectful environment for
all genders.
9. Discrimination based on gender is prevented
effectively.
10. Gender-based harassment is addressed promptly and
appropriately.
11. Assessment practices are fair and do not favor or
disadvantage any gender.
12. Feedback mechanisms are equitable and provide
equal opportunities for all genders to improve.
1 2 3 4 5
B. TEACHING STRATEGIES:
SD D N A SA
1. The teacher uses teaching strategies that cater to the
diverse learning styles and needs of both male and
female students.
2. The teacher actively challenges gender stereotypes
and biases in my teaching.
3. The teacher provides equal opportunities for all
students to participate in class discussions and activities.
4. The teacher uses examples and case studies that
represent a diverse range of gender identities and
experiences.
5. The teacher adapts the teaching methods to address
the specific learning needs of male and female students.
6. All genders are equally encouraged to participate in
discussions.
Muasya, J. N. (2021). Gender responsive pedagogy and early childhood teacher education: A
study of pre-primary school teachers in Nairobi County, Kenya. Teacher Education and
Curriculum Studies, 6(3), 101–108. [Link]
UNIVERSIDAD DE ZAMBOANGA
School of Education
Don Toribio Street, Tetuan, Zamboanga City 7000
7. All genders have equal opportunities to take on
leadership roles.
8. All genders are equally involved in class activities.
9. Non-biased and inclusive language is used in teaching
materials.
10. Non-biased and inclusive language is used in
communication with students.
1 2 3 4 5
C. TEACHER ATTITUDES AND BELIEFS:
SD D N A SA
1. He/ She believes that all students have equal potential
to succeed, regardless of gender.
2. He/ She is aware of his/ her own biases and strive to
eliminate them from his/ her teaching.
3. He/ She is committed to creating a gender-equitable
learning environment.
4. He/ She values the diverse contributions of all
students, regardless of gender.
5. He/ She is confident in his/ her ability to implement
gender-responsive teaching practices effectively.
6. Teachers are adequately trained to recognize gender
bias.
7. Teachers are equipped with strategies to respond
effectively to gender-related issues.
PART II: STUDENT ENGAGEMENT
1 2 3 4 5
Statements
SD D N A SA
A. ACTIVE PARTICIPATION:
1. They actively participate in class discussions.
2. They contribute to group activities and projects.
3. They ask questions and seek clarification when
needed.
4. They volunteer to answer questions and share their
ideas.
5. They are comfortable expressing their opinions and
perspectives in class.
1 2 3 4 5
B. ATTENTION AND FOCUS:
SD D N A SA
1. They pay attention during class lectures and
discussions.
Muasya, J. N. (2021). Gender responsive pedagogy and early childhood teacher education: A
study of pre-primary school teachers in Nairobi County, Kenya. Teacher Education and
Curriculum Studies, 6(3), 101–108. [Link]
UNIVERSIDAD DE ZAMBOANGA
School of Education
Don Toribio Street, Tetuan, Zamboanga City 7000
2. They are able to focus on the learning tasks at hand.
3. They minimize distractions during class.
4. They are engaged and attentive throughout the lesson.
5. They remain focused on the learning objectives of the
lesson.
1 2 3 4 5
C. INTEREST AND CURIOSITY:
SD D N A SA
1. They find the class material interesting and engaging.
2. They are curious to learn more about the topics
covered in class.
3. They are motivated to learn and succeed in this class.
4. They are excited to participate in class activities and
assignments.
5. They find the class challenging but rewarding.
PART III: STUDENT LEARNING OUTCOMES
1 2 3 4 5
Statements
SD D N A SA
A. KNOWLEDGE:
1. They have gained a good understanding of the key
concepts in this course.
2. They can accurately recall and explain the important
information covered in class.
3. They can apply the knowledge they've learned to new
situations.
4. They feel confident in their understanding of the course
material.
5. They can successfully answer questions related to the
course content.
1 2 3 4 5
B. SKILLS:
SD D N A SA
1. They have developed new skills relevant to this course.
2. They can effectively apply the skills they've learned to
practical tasks.
3. They are confident in their abilities to use the skills
they've acquired.
4. They have improved their skills in this area.
5. They can demonstrate proficiency in the skills taught in
this course.
1 2 3 4 5
C. ATTITUDES:
SD D N A SA
Muasya, J. N. (2021). Gender responsive pedagogy and early childhood teacher education: A
study of pre-primary school teachers in Nairobi County, Kenya. Teacher Education and
Curriculum Studies, 6(3), 101–108. [Link]
UNIVERSIDAD DE ZAMBOANGA
School of Education
Don Toribio Street, Tetuan, Zamboanga City 7000
1. They have a positive attitude towards the subject
matter of this course.
2. They are motivated to continue learning about this
topic.
3. They value the knowledge and skills they've gained in
this course.
4. They are confident in their ability to succeed in future
courses related to this topic.
5. They are enthusiastic about applying what they have
learned in this course.
THANK YOU FOR YOUR TIME AND COOPERATION!
Muasya, J. N. (2021). Gender responsive pedagogy and early childhood teacher education: A
study of pre-primary school teachers in Nairobi County, Kenya. Teacher Education and
Curriculum Studies, 6(3), 101–108. [Link]