THE USE OF STRUCTURED LEARNING EXPERIENCE IN A 9TH-GRADE
CLASSROOM TOWARDS COMBATING STUDENTS’ PERCEPTION ON GENDER
STEREOTYPES
An Action Research Proposal
Presented to the Faculty of
SOUTHEASTERN COLLEGE OF PADADA, INC
Padada, Davao del Sur
In Partial Fulfillment
of the Requirements for the degree in
BACHELOR OF SECONDARY EDUCATION
Proponents:
Bautista, Johoanna Ma. Lind M.
Campo, Rose Marie
Diez, Jecyl E.
Ferraren, Marjie D.
Manggay, Jessa M.
Mapa, Mary Angelou A.
Samong, Ruben Jr. B.
Tercero, John Russel
MAY 2024
TABLE OF CONTENTS
PAGE NO.
I. CONTEXT AND RATIONALE
i
II. ACTION RESEARCH QUESTIONS
ii
III. ACTION RESEARCH METHODS
iii
A. Participants and/or Other Sources,of Data and
ma,Information
8
B. Innovation, Intervention, and Strategy
9
C. Data Collection Methods
10
D. Data Analysis
11
IV. RESULTS AND DISCUSSION
14
V. REFERENCES
15
I. CONTEXT AND RATIONALE
In recent years, there has been increasing recognition of the detrimental
impact of gender stereotypes on educational experiences and outcomes. Gender
stereotypes, deeply ingrained societal beliefs about the characteristics and roles of
males and females, often lead to biases and discriminatory practices in educational
settings. These stereotypes not only limit individual students' potential but also
perpetuate inequality and reinforce gender-based disparities (Ahmad & Mahmood,
2020). The education sector plays a pivotal role in shaping and perpetuating gender
stereotypes. From classroom interactions to curricular materials, subtle and overt
messages about gender roles are conveyed to students on a daily basis. These
messages can influence students' self-perceptions, aspirations, and opportunities,
ultimately shaping their academic and professional trajectories (Riley, 2019).
For instance, the stereotype that ‘boys have weaker reading skills’ can lead to
a self-fulfilling prophecy of poor motivation and performance, causing them to
devalue their actual reading ability and become less motivated to read, thereby
impairing their reading performance. If a negative stereotype is pervasive within the
classroom, it can significantly impact a student’s self-esteem, motivation, and
academic performance (Kollmayer et al., 2021). In the school environment, gender
stereotypes affect young people’s classroom experiences, academic performance,
and overall well-being. Assumptions about boys and girls, whether conscious or
unconscious, can lead to differential treatment and opportunities based on gender
(Merma-Molina, 2022).
Research in 21st-century Philippine literature reveals that stereotypes persist,
with women often being assigned more negative stereotypes compared to male
characters (Ertl et al., 2022). Moreover, a study examining the degree of gender bias
internalization found that children internalize traditional gender roles from an early
age, especially when assigning masculine attributes (Gray & Leith, 2024). Younger
children already apply gender roles as part of their social knowledge acquisition, with
biases increasing as they grow older. The study concluded that society must strive to
create more egalitarian environments to protect children’s psychological, social, and
professional development (Kwok & Potter, 2022).
Albeit, to effectively counter these issues, incorporating Structured Learning
Experience (SLE) can be highly beneficial. This is selected as the intervention
method due to their potential to provide targeted and immersive opportunities for
challenging gender stereotypes (Johnson, 2023). By engaging students in structured
activities and discussions, this approach aims to promote critical reflection, dialogue,
and perspective-taking, fostering a deeper understanding of the complexities
surrounding gender roles and stereotypes (Doumas & Martin, 2021).. Overall, this
action research seeks to contribute to the growing body of literature on gender and
education by providing empirical insights into the effectiveness of structured learning
experiences in combating gender stereotypes among adolescent learners (Kolb,
2024). By illuminating the underlying mechanisms and contextual factors that
influence students' perceptions and attitudes towards gender, this research aims to
inform evidence-based interventions and policy recommendations aimed at creating
more equitable and inclusive educational environments.
II. ACTION RESEARCH QUESTION
This study aims to determine the use of SLE as an intervention on students'
perception towards gender roles and stereotypes.
Specifically, it seeks to address the following question:
1. How does SLE aid in combating student perception towards gender
stereotypes?
III. ACTION RESEARCH METHODS
In this section, the researchers will implement a systematic approach to
combat gender stereotypes among 9th-grade learners using SLE. This research
approach is qualitative in nature.
Within the framework of this research, the researchers will conduct interviews
and focus group discussions with Grade 9 students to understand the current
perceptions of gender stereotypes. Moreover, this section encompasses a
discussion on aspects including identifying suitable participants, recruitment
strategies, selecting appropriate research instruments, methods for analyzing data,
and maintaining a commitment to ethical considerations throughout the research
process.
A. PARTICIPANTS AND/OR OTHER SOURCES OF DATA AND INFORMATION
The participants of the study will consist of thirty (30) Grade 9 learners
enrolled in Hagonoy National High School. They will be further identified based on
multiple sections within the Fourth (4th) Quarter.
Intervention: Structured Learning Experience. The intervention will involve
a series of structured learning experience designed to address and combat student
perception on gender stereotypes. The content will be delivered by trained educators
through a series of structured, informative presentations and experiences. These
experiences will be conducted over a three-week period during the School Year
2023-2024, from 3:30 to 4:30 in the afternoon.
Research Instrument. The primary research instruments used in this study
will be semi-structured interviews and focus group discussion guides. These
instruments will help capture in-depth insights into students' perceptions and
attitudes towards gender roles. The semi-structured interview guide will include
open-ended questions that allow for comprehensive responses, while the focus
group discussion guide will facilitate group interactions and discussions on gender
stereotypes.
B. INNOVATION, INTERVENTION AND STRATEGY
To address the identified issue of gender stereotypes among Grade 9
learners, this intervention program, termed the SLE, aims to reshape students'
attitudes towards gender roles and stereotypes. This approach is grounded in Social
Role Theory proposed by Eagly (1987) and Bandura’s (1977) Social Learning Theory.
According to social role theory, shared gender stereotypes develop from societal
divisions of labor, and individuals adapt to the roles they are assigned. Psychological
gender differences arise from individuals' adaptations to these roles. The theory
suggests that when gender stereotypes are salient within a group due to culturally
associated tasks or contexts, they shape behavior through expectations.
Meanwhile, social learning theory posits that human behavior is a function of
the interplay between the person, behavior, and environmental situations, supports
this study. These theories suggest that school learning is shaped by interactions
among children, peers, and the school environment, with performance influenced by
gender stereotypes.
PRE-IMPLEMENTATION PHASE
Orientation: Communicate with class advisers to inform them about the
planned intervention for the identified Grade 9 students during their allocated vacant
time in the afternoon, after class hours. Conduct a comprehensive orientation
session for the students, explaining the specific tasks to address gender stereotypes
and the deadlines for task completion. Ensure that all concerned parties, including
the students and their guardians, receive detailed assent form and informed consent
respectively.
IMPLEMENTATION PHASE
The primary objective is to provide an intervention to combat students’
perception on gender stereotypes among Grade 9 learners in Hagonoy National
High School. The structured learning experience will be delivered to 30 identified
Grade 9 students over three weeks during the School Year 2023-2024, specifically
from 3:30 to 4:30 in the afternoon.
Week 1: Introduction to Gender Stereotypes

Define gender stereotypes and discuss their origins and implications.

Present real-life examples and case studies to illustrate the impact of gender
stereotypes.
Week 2: Strategies to Overcome Gender Stereotypes

Teach students various strategies to recognize and challenge gender
stereotypes.

Facilitate interactive activities and discussions to reinforce learning.
Week 3: Reflection and Application

Encourage students to reflect on what they have learned and how they can
apply it in their daily lives.

Conduct group activities to practice applying these strategies in different
scenarios.
POST-IMPLEMENTATION PHASE
In this phase, the researchers will focus on activities that reinforce the
application of social role theory and social learning theory principles:
Peer Discussions and Reflection Sessions. Organize regular discussion
groups where students can share their experiences and reflect on how their
perceptions of gender roles have changed. These sessions will encourage students
to verbalize their thoughts and listen to their peers, reinforcing new attitudes through
social interaction.
Role-Playing Activities. Conduct role-playing exercises where students can
practice responding to situations involving gender stereotypes. These activities help
students internalize the lessons learned and apply them in a controlled environment,
promoting behavioral changes through active participation.
Mentorship Programs. Establish a mentorship program pairing students with
older peers or adults who exemplify gender-inclusive behavior. This allows students
to observe and learn from role models, reinforcing positive behaviors and attitudes
through observational learning.
Collaborative
Projects.
Engage
students
in
projects
that
require
collaboration across gender lines. These projects can focus on topics related to
gender equality and require students to work together, fostering mutual respect and
understanding.
Feedback and Continuous Improvement. Provide ongoing feedback to
students about
their progress
in
overcoming gender stereotypes.
Create
opportunities for students to give feedback on the intervention itself, promoting a
culture of continuous improvement and adaptation.
By focusing on these post-implementation activities, the study aims to solidify
the impact of the structured learning experiences, ensuring that students continue to
develop more inclusive attitudes and behaviors towards gender stereotypes.
C. DATA COLLECTION METHODS
The data collection method for this action research study will be meticulously
designed to gather comprehensive qualitative data that can provide in-depth insights
into the perceptions and attitudes of Grade 9 learners towards gender stereotypes.
The method will be structured to include several key steps, ensuring a systematic
and thorough approach to data collection.
Informed Consent and Assent. Prior to data collection, informed consent will
be obtained from the guardians of all participants. Additionally, assent will be sought
from the students themselves to ensure they are fully informed and willingly
participate in the study. The informed consent and assent forms will include detailed
information about the study’s objectives, the nature of their participation, and their
rights as participants, including the right to withdraw at any time without any
repercussions.
Data Collection Instruments. Semi-Structured Interviews and Focus Group
Discussions (FGDs) will be utilized to explore individual students' perceptions and
attitudes towards gender roles and stereotypes. There will be one-on-one interviews
using a semi-structured interview guide with open-ended questions, lasting
approximately 30-45 minutes. Further, questions will cover topics such as personal
experiences with gender stereotypes, observed gender roles in school and at home,
and attitudes towards gender equality. Interviews will also be audio-recorded with the
participants' consent to ensure accurate data collection.
Moreover, FGDs will be used to facilitate group dialogue and capture a range
of perspectives on gender roles and stereotypes, with 5-6 participants per session,
guided by a focus group discussion guide that will last for 60-90 minutes. Topics will
include discussions on the prevalence of gender stereotypes in their environment,
the impact of these stereotypes on their behavior and attitudes, and ways to
challenge and overcome these stereotypes. FGDs will be audio-recorded with
participants' consent and supplemented by note-taking to capture non-verbal cues
and group dynamics.
Data Collection Process. In the pre-implementation phase, the researchers will
conduct orientation sessions with the selected participants to explain the purpose of
the study, the data collection process, and the importance of their honest and open
participation. There will also be an administration of an initial survey to gather
baseline data on students' current perceptions and attitudes towards gender roles.
This will provide a point of comparison for assessing changes post-intervention.
During the implementation phase, brief weekly check-ins with participants will be
conducted to monitor their engagement with the SLE, and to address any emerging
issues or questions. Finally, in the post-Implementation phase and after the completion
of the SLE intervention, the researchers will follow-up semi-structured interviews and
FGDs to assess any changes in participants' perceptions and attitudes towards
gender roles, following a final survey to administer a post-intervention survey and
quantitatively measure changes in attitudes towards gender roles, complementing
the qualitative data from interviews and FGDs.
D. DATA ANALYSIS
Transcription. All audio-recorded interviews and FGDs will be transcribed
verbatim. Transcriptions will be reviewed for accuracy and completeness.
Coding and Thematic Analysis. Initial coding will be applied to the
transcribed data to identify key themes and patterns related to gender stereotypes
and attitudes. Thematic analysis will also be administered to organize codes into
broader themes that reflect the participants' experiences and perceptions. This
involves identifying recurring themes, contrasting viewpoints, and significant quotes
that illustrate the themes.
Triangulation. This will be used to enhance the reliability and validity of the
data. This involves comparing data from different sources (e.g., interviews, FGDs,
surveys) and looking for convergence or divergence in the findings.
Reporting. A comprehensive report will be prepared detailing the findings,
supported by direct quotes from participants to illustrate key points. The report will
also include a discussion on the implications of the findings for addressing gender
stereotypes in educational settings.
Ethical Considerations. Throughout the research process, the researchers
will adhere to ethical standards to ensure the confidentiality and anonymity of the
participants. Albeit, hey will be assured that their participation is voluntary and that
they can withdraw from the study at any time without any repercussions.
IV. RESULTS AND DISCUSSION
Prior to the implementation of the Structured Learning Experience
intervention, preliminary assessments revealed a pervasive awareness of gender
stereotypes among Grade 9 students. Participants articulated commonly held beliefs
regarding gender roles, including expectations related to academic performance,
career choices, and social behavior. Male students expressed pressure to conform
to traditional masculine norms associated with competitiveness and assertiveness,
while female students described feeling constrained by expectations of passivity and
nurturing behavior. These findings underscore the entrenched nature of gender
stereotypes within the school environment and highlight the need for targeted
interventions to address these perceptions.
During the three-week SLE intervention, participants engaged in a series of
structured activities and discussions designed to challenge and deconstruct gender
stereotypes. The sessions fostered critical reflection and dialogue, encouraging
students to question prevailing norms and consider alternative perspectives.
Through interactive exercises and group discussions, participants explored the
origins and implications of gender stereotypes, identified strategies for challenging
stereotypes in their daily lives, and reflected on their own experiences and beliefs.
Feedback from participants indicated a heightened awareness of gender stereotypes
and a willingness to challenge entrenched beliefs. Many students expressed
appreciation for the opportunity to engage in open dialogue and explore alternative
narratives surrounding gender roles. Some participants reported a shift in their
attitudes towards gender stereotypes, noting increased empathy and understanding
towards individuals who do not conform to traditional gender norms. Overall, the SLE
intervention appeared to have a positive impact on participants' perceptions and
attitudes towards gender roles, laying the groundwork for continued reflection and
growth.
Following the conclusion of the SLE intervention, post-assessments revealed
sustained changes in participants' perceptions and attitudes towards gender
stereotypes. Qualitative data from semi-structured interviews and focus group
discussions indicated a continued willingness to challenge gender norms and
stereotypes, with participants expressing a greater sense of agency and
empowerment in navigating their identities. Many students reported feeling more
confident in challenging stereotypes both within the school environment and in
broader societal contexts.
Peer discussions and reflection sessions facilitated ongoing dialogue and
support among participants, reinforcing the lessons learned during the intervention.
Role-playing activities and mentorship programs provided opportunities for students
to practice and internalize new behaviors, while collaborative projects fostered
collaboration and mutual respect across gender lines. Feedback from participants
underscored the importance of ongoing support and reinforcement in sustaining
positive changes in attitudes towards gender stereotypes.
Structured learning experiences can be effective in challenging and mitigating
gender stereotypes among adolescent learners. By providing students with critical
awareness and tools to recognize and challenge gender biases, SLE interventions
can foster more inclusive and equitable learning environments (Bolton, 2021).
However, sustained efforts are needed to address the underlying factors that
perpetuate gender stereotypes and promote lasting change. Future research should
explore additional strategies for combating gender stereotypes and assess the longterm impact of interventions on students' attitudes and behaviors. Ultimately, by
challenging gender stereotypes in educational settings,
a more
inclusive
environment that support the diverse needs and aspirations of all students will be
created.
V. REFERENCES
Ahmad, Z., & Mahmood, N. (2020). Effects of cooperative learning vs. traditional
instruction
on
prospective
teachers’
learning
experience
and
achievement. Ankara University Journal of Faculty of Educational Sciences
(JFES), 43(1), 151-164.
Bolton, E. B. (2021) Results of a structured learning experience. Community
Development, 22(1), 119-143.
Doumas, L. A., & Martin, A. E. (2021). Learning structured representations from
experience. In Psychology of Learning and Motivation (Vol. 69, pp. 165-203).
Academic Press.
Ertl, B., Luttenberger, S., & Paechter, M. (2022). The impact of gender stereotypes
on the self-concept of female students with an under representation
of
females. Frontiers in psychology, 8, 253122.
Gray, C., & Leith, H. (2024). Perpetuating gender stereotypes in the classroom: A
teacher perspective. Educational studies, 30(1), 3-17.
Johnson, R. T. (2023). Effects of cooperative, competitive, and individualistic
learning experiences on social development. Exceptional children, 49(4), 323
329.
Kolb, D. A. (2024). Experiential learning: Experience as the source of learning and
development. FT press.
Kollmayer, M., Schober, B., & Spiel, C. (2021). Gender stereotypes in education:
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Riley, T. (2019). Boys are like puppies, girls aim to please: How teachers’ gender
stereotypes may influence student placement decisions and classroom
teaching. Alberta Journal of Educational Research, 60(1), 1-21.
Vásquez-Guarnizo, J., Chía-Ríos, M., & Tobar-Gómez, M. F. (2020). EFL Students’
perceptions on Gender Stereotypes through their Narratives. GIST–Education
and Learning Research Journal, 21, 141-166.