Gendered Perspective Flexible Learning Modality in Social Science: Navigating Students’ Attitudes and Challenges to Achieve SDG 5 Gender Equality
Jennilyn M. Cadeliña
Discipline: Education
Abstract:
This study explores the attitudes and challenges faced by students of various genders in Flexible Learning Modality (FLM) within Social Science subjects. It highlights their perspectives and struggles while aiming to support Sustainable Development Goal (SDG) 5: Gender Equality in education. The researcher administered a questionnaire to a representative sample of 365 students across different genders. The findings reveal that students generally hold positive attitudes toward FLM and value its role in facilitating interactive learning. While some challenges may vary across genders, common issues—such as internet connectivity, time management, and the cost of engaging in FLM—were experienced by all genders and were not explicitly linked to gender differences. The researcher observed subtle differences in levels of agreement and experiences among male, female, gay, bisexual, and transgender students. The study underscores the need for inclusivity, flexible learning environments, gender-sensitive training for educators, and continuous feedback to address emerging challenges, including those with moderate agreement. By addressing these challenges and nurturing a more inclusive attitude toward flexible learning, schools can create digital spaces where all students, especially those marginalized gender groups, feel seen, supported, and valued in learning environments. In doing so, they take meaningful steps toward achieving SDG 5 and building a more equitable education system.
References:
- Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it? Indian Journal of Medical Specialties, 4(2), 330-333.
- Adewole-Odeshi, E. (2014). Attitude of students towards e-learning in south- west nigerian universities: an application of technology acceptance model, 7–9. Digital Commons. https://digitalcommons.unl.edu/libphilprac/1035/
- Babbie, E. (2016). The Practice of Social Research (14th ed.). Cengage Learning.
- Coman, C., ȚÎru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
- Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
- DOST-PAGASA Modifies Tropical Cyclone Wind Signal (TCWS) System. (2022, March 23). DOST-PAGASA; Department of Science and Technology - Philippine Atmospheric, Geophysical and Astronomical Services Administration. https://bagong.pagasa.dost.gov.ph/press-release/108
- Global Partnership for Education (GPE). (2019). Gender equality and inclusion in education. https://www.globalpartnership.org/gpe-results/gender-equality-and-inclusion-education
- Hassan Ja’ashan, M. M. N. (2015). Perceptions and attitudes towards blended learning for english courses: a case study of students at University of Bisha. English Language Teaching, 8(9). https://doi.org/10.5539/elt.v8n9p40
- ISU embracing the New Normal Education Landscape. (2021, June 5). Isabela State University. https://isu.edu.ph/isu-embracing-the-new-normal-education-landscape/
- Kamal, T., Khan, M. A., Hamad, Z., Illiyan, A., Das, A. K., & Alkhuraydili, A. (2023). Perception and Challenges of Virtual Classes with Gender Digital Divide amidst and Post-COVID-19 Pandemic in Iraq: An Empirical Analysis. Education Research International, 2023, 1–14. https://doi.org/10.1155/2023/3665768
- Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60. https://doi.org/10.4103/ijam.ijam_7_18
- Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender Differences in digital learning during COVID-19: competence beliefs, intrinsic value, learning engagement, and perceived teacher support. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637776
- Lamery, C. C., Valera, J. S., & Limos-Galay, J. A. (2023). Impact of COVID-19 pandemic on learning in relation to students’ adaptation to distance learning modalities, self-efficacy and academic achievement in Rizal National High School, Occidental Mindoro. International Journal of Research Studies in Management, 11(1). https://doi.org/10.5861/ijrsm.2023.1008
- Mahnun, N., Abdullah, H., Absor, M., Noviarni, & Sohiron, S. (2022). The Effect of Gender toward Student Attitude on Using Interactive Multimedia IPAD. Journal of Positive School Psychology, 6(5), 7813–7821. https://journalppw.com/index.php/jpsp/article/download/8856/5775/10215
- Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: the case of indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
- Mumba, B., & Sultana-Muchindu, Y. (2024). Examining attitudes toward online learning classes amidst COVID-19 pandemic among students at the University of Lusaka. SAGE Open, 14(2). https://doi.org/10.1177/21582440241236301
- Nistor, N. (2013). Stability of attitudes and participation in online university courses: gender and location effects. Computers & Education, 68, 284–292.
- Okoye, K., & Hosseini, S. (2024). Mann–Whitney U Test and Kruskal–Wallis H Test Statistics in R. In R Programming (pp. 225–246). Springer Nature Link. https://doi.org/10.1007/978-981-97-3385-9_11
- Philippine Institute for Development Studies. (2024, February). COVID-19 school closures led to significant learning losses, says World Bank expert. https://www.pids.gov.ph/details/news/press-releases/covid-19-school-closures-led-to-significant-learning-losses-says-world-bank-expert
- Resnik, D. B. (2018). The Ethics of Research with Human Subjects. In International library of ethics, law, and the new medicine/The international library of ethics, law, and the new medicine. https://doi.org/10.1007/978-3-319-68756-8
- Richardson, J. T., & Woodley, A. (2003). Another look at the role of age, gender and subject as predictors of academic attainment in higher education. Studies in Higher Education, 28(4), 475–493.
- Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 5(3), 28-36.
- UNESCO. (2020). Global Education Monitoring Report 2020: Gender Report: A new generation: 25 years of efforts for gender equality in education. https://unesdoc.unesco.org/ark:/48223/pf0000374514
- United Nations. (n.d.). Goal 5: Achieve gender equality and empower all women and girls. http://un.org/sustainabledevelopment/gender-equality/#:~:text=Goal%205:%20Achieve%20gender%20equality%20and%20empower%20all%20women%20and%20girls&text=Gender%20equality%20is%20not%20only,peaceful%2C%20prosperous%20and%20sustainable%20world.
- World Bank. (2018). Missed Opportunities: The High Cost of Not Educating Girls. https://www.worldbank.org/en/topic/education/publication/missed-opportunities-the-high-cost-of-not-educating-girls
- Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00252-3