Gender-Responsive Teaching Practices on Students’ Engagement and Learning Outcomes: Basis for Instructional Design

Abstract

This study investigates the effect of gender-responsive teaching practices (GRTP) on student engagement and learning outcomes at Zamboanga State College of Marine Sciences and Technology (ZSCMST). The research addresses gender disparities in education, aiming to create inclusive environments where all students thrive. It examines how teaching methods, classroom settings, and teacher attitudes influence student participation and academic success. Using a quantitative, descriptive-correlational design, the study surveyed 43 College of Education and Liberal Arts (CELA) teachers and 433 students. The questionnaire assessed GRTP implementation, student engagement levels (active participation, attention, interest), and learning outcomes (knowledge, skills, attitudes). Data analysis included means, ANOVA, and Pearson correlation to determine relationships and differences across demographic groups. The results indicated that both students and teachers perceived GRTP as “Very Extensive.” A strong positive correlation was found between GRTP and student engagement and learning outcomes. However, there were significant differences based on the students' major or program, and the number of years a teacher has been teaching significantly influences learning outcomes. The study concludes that GRTP positively impacts student engagement and learning outcomes. It suggests targeted interventions, including professional development for teachers, curriculum review, and strategies to improve student attention and participation. These findings underscore the importance of creating equitable and inclusive learning environments tailored to specific disciplines and students' needs to enhance educational outcomes.