LEVEL OF GENDER RESPONSIVENESS OF STRATEGIC INTERVENTION MATERIALS IN SCIENCE

The study assessed the level of gender responsiveness of Strategic Intervention Materials (SIM) in Science among public secondary schools in the Second Congressional District of Pangasinan I from 2019 to 2021. Using a descriptive research design and purposive sampling, the study involved 83 Science teachers who developed and implemented SIM during the specified period. Data were collected through a validated questionnaire administered via Google Forms and analyzed using frequency, percentage, average weighted mean, and correlation measures such as Spearman-rank and point-biserial. Findings revealed that most respondents were Teacher III, aged 31–35, with approximately five years of teaching experience; the majority were also master’s degree holders who had attended Gender and Development (GAD) training. Results indicated that the SIM in Science was highly gender-responsive across all components, particularly in the Activity Card (4.48), Assessment Card (4.47), and Guide Card (4.46). Statistical analysis further showed no significant relationship between teachers’ profiles and SIM's level of gender responsiveness, and no variation in responsiveness when grouped by profile variables at the 5% significance level. These findings suggest that gender responsiveness in SIM is consistently practiced regardless of teacher characteristics. Based on the results, the study proposes a training design to further enhance teachers’ competencies in developing gender-responsive SIM, which may contribute to more inclusive and equitable science instruction in secondary education.