Enhancing Gender and Society Instruction through a Contextualized Workbook in Philippine Universities

Abstract

The elective course Gender and Society is distinctive in its focus on the social construction of gender and its implications for personal, cultural, and political life. Designed to equip students with analytical tools to interrogate stereotypes, gender-based discrimination, and cultural practices, the subject fosters awareness of equality, inclusivity, and rights. This study aimed to enhance the teaching and learning of Gender and Society, a general education elective in Philippine higher education, by developing and validating a contextualized workbook. It also sought to identify common course topics that can be contextualized, document the strategies employed by teachers, examine the challenges they face, and determine the validity of the developed workbook. The research employed a descriptive developmental design, progressing through three stages: planning, development, and validation. The study was conducted in three higher education institutions (HEIs) in Ilocos Sur, Philippines, during the second semester of academic year 2023–2024. Purposive sampling identified two groups of participants. The first group comprised six teachers handling the Gender and Society course, while the second group included seven validators (six social science experts and one visual graphics technical expert). Data were gathered through a researcher-made survey checklist, an interview guide, and a validation instrument adapted from existing studies. Statistical tools, including frequency counts, composite means, and thematic analysis, were employed to analyze the data. The research findings revealed 21 common topics across institutional syllabi suitable for contextualization. Teachers primarily contextualized lessons by integrating students’ experiences, using local examples, and embedding cultural contexts. Challenges included limited access to local resources and difficulties in ensuring cultural relevance. The developed workbook was rated highly valid across five dimensions: adequacy, coherence, appropriateness, usefulness, and contextualization. The study demonstrated that a contextualized workbook can effectively support the delivery of Gender and Society by providing relevant, culturally grounded, and pedagogically sound learning resources. Its development addresses the scarcity of instructional materials for elective GE courses and underscores the importance of contextualization in promoting meaningful student engagement. The validated workbook offers a model for future resource development in Philippine higher education. The findings support the Theory of Contextual Teaching and Learning, which highlights the value of linking academic content to real-life situations. Through the workbook’s reflective and culturally grounded activities, students are encouraged to connect lessons to their personal experiences and social contexts, thereby fostering deeper understanding and more meaningful learning outcomes.