Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar, Philippines
Web: [Link]; Email: uepnsofficial@[Link]

COLLEGE OF EDUCATION
UEP LABORATORY HIGH SCHOOL

Perception on Women’s Empowerment: A Survey

Among Male Students in University of Eastern
Philippines Laboratory High School
A research paper presented to the faculty of the University
of Eastern Philippines Laboratory High School

In partial fulfillment of the requirement for the course

Research and Statistics 9

BERE, YLA IRINCO

CHAN, ZIYA TIARA PUJANTE

DAPULAG, CARLOZ BORMIU MONDIGO

DIVINA, MARIE LORAINE CINCO

PALLER, KYLA MARIE ARCEBUCHE

0
 CHAPTER I

INTRODUCTION

Background of the Study

Men and women were thought to have different bodily

make-up and be endowed with unique characteristics and

virtues from birth. Both sexes are socially expected to

behave in a particular role. Men are considered intelligent,

courageous, and tenacious since they dominate the sex

hierarchy. Women, on the other hand, are thought to be

docile and obedient. They are only known as someone who is

submissive to their husbands and is considered as inferiors.

According to Oxford, the patriarchal structure of

traditional society has a system of social relationships

with a material foundation that allows men to govern women.

This system was the social norm in the past where it was

normal to discriminate against individuals based on their

sex—in this case, women were the ones who were discriminated

against and isolated in society.

In the study of J. Andrew Harris and Peter Van der

Windt (2023) began to impose interviews on respondents

1
providing evidence of gender response biases, which they

concluded that stereotypes of masculinity shape the

attitudes of men toward women empowerment. Their study also

pertains to the difference in competence between men and

women, and they compel that there is a difference in

response of the respondents due to the interviewer’s gender.

Stereotypes of masculinity influence how men feel about

gender equality. Generalizations about men and women are

known as gender stereotypes, and most of the time, they are

widely accepted. When they restrict a woman's or man's

ability to grow personally, pursue a career, and make

decisions about their lives, gender stereotypes are

destructive. Real gender equality is seriously hampered by

gender stereotyping, which also fuels prejudice against

women.

There is a growing body of evidence from interviews

with respondents that suggests that gender response biases

can have a significant impact on men's attitudes towards

gender equality. It also found that men who hold traditional

views of masculinity are less likely to support gender

equality than those who hold more progressive views.

According to the Gender Social Norms Index from the Human

Development Report Office of the UNDP, nearly 90% of men and

2
women have some form of bias against women. This finding

offers new insights into the challenges women face in

achieving equality and suggests a possible way to break the

Glass Ceiling. The study also demonstrates how sexist social

norms still hinder advancement and how attitudes against

domestic violence have regressed with young men now

exhibiting some of the most sexist views on gender.

To improve the effectiveness of norm-aware policies,

gender biases must be addressed and lessen the impact of

unconscious bias in the workplace. It is crucial to develop

new metrics and statistics that make biases and attitudes

toward gender equality visible, one such metric is the

Gender Social Norms Index (2023).

Moreover, another study conducted by Jemimah Njuki

[Link] (2022) claimed that men and women have different

levels of access to resources. In such cases as food

systems, essential services, knowledge, and information,

there is a differing level of access which was proven to be

reinforced by contextual social gender norms. For instance,

one of the social gender norms is domestic labor which is

defined as the numerous tasks associated with maintaining a

household (Open Education Sociology Dictionary, 2023).

Which, women are the ones who are likely to be the doers of

3
chores in a family especially when compared to older men in

the household. Men can perform household tasks but they only

do so if a female in the family is not present for the

reason that women are believed and are expected to be one

handling and performing chores.

According to an aggregate index showing that household

heads are more likely to entertain biases against women.

This divergent level of access is formed and maintained by

contextual societal norms linked to the crucial outcomes of

women’s empowerment through context-specific paths.

In addition, in terms of employment or positions in the

workplace, the accumulated data and information regarding

the employment rate in the Philippines states that there is

a huge gap in employment between men and women based on

their sex. Concerning employment, there is a sudden massive

growth rate at 94.6%, or equivalent to about 47 million

people. There is a great demand for employment among

consumers based on several factors such as economic

stability, skill development, consumer confidence, and

government policies.

Globally, seeking a job is much tougher for women than

for men. When women are employed, they tend to work in low-

4
quality jobs in vulnerable conditions. The global labor

force participation rate for women is just under 47%, while

for men, it is 72%. That is a difference of 25 percentage

points, with some regions facing a gap of more than 50

percentage points (ILO, 2022).

The reason behind this phenomenon is that men are more

likely hired than women for positions in which they are

admitted. When seeking jobs, men are accepted more often

than women anywhere in the Philippines or in other countries

where they’re living because men are called to have more IQ

and are more efficient in working. They are mostly employed

in professions that require strength such as being a

policeman, firefighter, farmer, soldier, seamen, engineer,

architect, etc. However, women are positioned for certain

careers specifically for jobs that are labeled as “girly”

like fashion design, nursing, and education. It is believed

that men tend to be more functional in approaching problem-

solving, on the other hand, women are said to be more

aesthetically oriented and organized in approaching work.

Moreover, based on the researcher’s readings, they also

suggest changing perceptions rather than changing behaviors.

Gender stereotypes have resulted in gender inequality in

society. However, being aware of or exposed to gender issues

5
can help change the perception of men. Both men and women

were already expected to have specific characteristics and

roles that they should possess as a man or women. A

stereotype is not good because it limits an individual’s

capability to improve, change how they view themselves,

affect the decisions that they will make, and cause the

deprivation of access to resources. That is why stereotypes

have resulted in gender inequality in our society.

Some studies show that exposure to current societal

issues might change their perception. The study by Alice E.

and Sabine S. (2019) stated, “Nevertheless, there has been a

significant growth in the number of women in positions of

leadership as managers, lawmakers, and politicians.

Following that, men’s perceptions of women as leaders

changed.” One of the reasons why men have different

perceptions about gender inequality is because some of them

are not aware. Most of the time, they can’t see the bigger

picture about gender inequality which is why they lack

knowledge and awareness. But if they are more exposed to

this issue, the more likely that their perception will

change. And so, they will be able to learn to see things

from a different perspective.

6
 However, the glass ceiling effect is a term for an

invisible glass that deprives an individual from being

promoted or being advanced into a higher position,

especially in management. Others think that this glass is

gone but others don’t. Through the years, there has been an

increase in the number of women in leadership positions

compared to before. However, women are still facing a lot of

obstacles in getting into higher positions, unlike men.

There is still a huge gap between men and women in

leadership roles. It is because others still think that

women aren’t capable of doing so, which limits their

capability to grow and explore. Even when the perception of

other men towards women changed, others remained the same.

This talks about men’s perception of women’s

empowerment which also relates to gender stereotyping that

implies to a result in discrimination and unfairness when

someone does not meet one of those preconceptions. This is

where gender inequality comes in. When individuals do

something that does not agree with a certain group of

people’s gender stereotypes, they are looked down upon. For

example, a woman aspires to become the CEO of an

organization, however, she is oppressed to attain that goal

because she is seen as someone not capable. There is a need

7
to acknowledge gender stereotypes and inequality because

these potencies affect women’s empowerment. For this reason,

the causes behind their perception and how much they know

about women’s empowerment must be addressed.

In the traditional society of the Philippines, women

were hardly as educated as men were. They were routinely

barred from occupations or positions that conferred wealth

or power. Upon marriage, they typically gave their husbands

money and were in charge of domestic labor. They were not

allowed to vote and had little to no legal rights. Women

were supposed to be gentle and compassionate; they were only

adorned in society by their appearance and not by who they

were.

As time passed by, women eventually gained some rights.

Just like in Philippine history, women persuaded the

National Assembly to approve the Woman’s Suffrage Bill on

April 30, 1937, granting them the right to vote. It was a

three-decade movement headed by some of the nation’s most

honorable and brave women. It was thought to have started

with a middle-class woman Concepción Felix Roque and with

her feminist group Associacion Feminista Filipina, somewhere

else close to Tondo. It was a group of 12 women, including

Trinidad, the sister of Jose Rizal. This revolutionary

8
movement was a movement to combat their so-called “immoral

virtues” like prostitution and gambling. They sought for

women to be given the right to live free from any form of

violence and maltreatment. With this, a law was enacted

through the 1987 Philippine Constitution that protects

Filipino women—the Magna Carta of Women states: “RA 9710 is

a comprehensive women’s human rights law that seeks to

eliminate discrimination through the recognition,

protection, fulfillment, and promotion of the rights of

Filipino women, especially belonging in the marginalized

sectors of the society.”

Women’s empowerment is the process of enabling and

improving women’s social, economic, political, and personal

rights and skills to participate completely and equitably in

society. It has influenced women for their economic growth

and social development as an individual.

Based on the researchers’ readings, there is a

transition of roles of men and women, from a patriarchal

society to a society that now allows women to perform their

rights regardless of their sex. It has been proved as a fact

that there are still some who do not accept women’s

empowerment. With the success of women in acquiring their

rights and also the division of points of view about

9
empowering women, it would be interesting to know the

perception of male students regarding this transition as

someone who is still new and who is still intolerant to the

subject. Would they see it as a threat to themselves as an

individual or would they support it and accept that men’s

rights are women’s rights also?

Objectives

Thus, this study will aim to provide substantial

evidence of the rate of the respondents’ favorable and

unfavorable viewpoints on women’s empowerment.

Specifically, this study will also provide answers to

the following:

1. To determine the demographic profile of the

respondents in terms of their:

1.1 Family Background

1.2 Family income

1.3 Grade Level

1.4 Religion

2. To classify the perception of male students on

women’s empowerment in terms of their:

2.1 Perception of Gender Stereotypes

10
 2.2 Perception of Gender Roles

3. To assess the significant relationship between

the demographic profile of the respondents and

their perspectives on women’s empowerment.

Hypothesis of the Study

There is no significant relationship between the

demographic profile of the respondents and their perception

of women’s empowerment.

Significance of the Study

This study will aid further exploration of the diverse

perspectives of male students about women’s empowerment

which will be a benefit to society as this research holds an

acknowledgment of gender awareness.

The research that will be conducted will benefit the

following:

Administration. This research can be a guide for them

in crafting future curriculums.

11
 Educators. This research can be used to incorporate

their lessons unfolding gender awareness to their students.

Students. This research will serve as a guide to

becoming aware of the occurrences in the school specifically

regarding gender discrimination.

Parents. This research will assist in teaching their

children about gender roles at home.

Stakeholders. This research will enable them to endorse

future projects promoting gender equality and women

empowerment.

Media. This research will respond to the mass media

enabling them to spread public awareness about gender issues

and disseminate information about women’s rights.

Future researchers. This research will be a useful

reference for future studies related to the subject at hand.

Theoretical Framework

Gregory (1970) defines perception as a “hypothesis

based on past experiences and stored information”. Founded

on this definition states that the perception of a person

12
depends on their past whether it may be in their infancy or

any early stages of their life. Their perception is affected

by their past experiences, e.g., how they were treated when

they were young, the surroundings to which they were

subjected, the people around them, the relationships they

partook, etc. Additionally, perception is also affected

through their understanding and familiarity with the

subject. We receive information from the environment, which

is then combined with our previously stored information

hence it assesses discerning insights of a person developing

a result of a belief.

According to Gregory’s Constructivist theory of

Perception, we perceive things through our senses, e.g.,

through our sights, hearing, taste, touch, and smell, and

how we infer this perpetual information. As Gregory argued,

“Sensory information alone is not enough to account for

perception”. It imparts that perception is more likely to be

the interpretation of what we see, subjected both through

our senses and inferences.

This theory is further supported by Hudson’s pictorial

depth perception (1960) which found that cross-cultural

differences have distinctive ways of interpreting depth cues

in pictures. This research showed that cultural background

13
influences how a person perceives things seen through their

eyes. The study was done by observing Caucasian cultures and

African cultures, which showed that the development of

dimensional perception in white primary school students has

been discovered. The 3D performance of black high school

students and graduates was comparable to that of white

students. Particularly informal training and formal

education provided the exposure needed for the development

of 3D pictorial vision. Cultural isolation retarded the

exposure to pictorial depth perception. The study

highlighted the importance of formal schooling and being

exposed to 3 dimensional.

How we perceive things depends on our environment

because it affects our education and learning regarding

humankind and nature. What we see are those that we

interpret through our stock knowledge, past experiences, and

mood. When we see a black cat in a street, people who grew

up believing in myths may see that the black cat is bad luck

for them but contrary to those who do not believe in myths,

they may see the black cat as not threatening at all. What

we believe are those that affect how we perceive things and

this only occurs due to the environment we are exposed to

specifically social norms and practices that influence us in

14
our surroundings. In the same way as how traditional men

perceived women as someone weak and easy to dominate. This

is the reason that it had become a norm in the patriarchal

society where women were considered inferiors and were known

to be unworthy of attaining rights as individuals in

society.

Empowerment theory (Perkis & Zimmerman, 1995;

Rappaport, 1981; Zimmerman Warschausky, 1998) A theory of

empowerment suggests a way to measure the construct in

different contexts, to study empowering processes, and to

distinguish empowerment from other constructs, such as self-

esteem, self-efficacy, or locus of control. One definition

of empowerment is useful but appears limited to the

individual level of analysis. Empowerment may be seen as a

process where individuals learn to see a closer

correspondence between their goals a sense of how to achieve

them, and a relationship between their efforts and life

outcomes. Empowerment suggests a distinct approach to

developing interventions and creating social change. It

includes the perspective that many social problems exist due

to unequal distribution of, and access, to resources.

The significance of empowerment theory in the study is

to be able to provide a deeper grasp and knowledge of the

15
subject at hand. The notion of empowerment gives a concept

and a framework for organizing knowledge. The advancement of

empowerment theory also contributes to the advancement of

the concept beyond fads and political manipulation. A theory

of empowerment considers both process and outcome; the

theory proposes that certain acts, activities, or

institutions may be empowering and that the outcome of such

processes results in a level of empowerment. Because no

single criterion can fully capture the meaning of

empowerment for all people in all settings, both procedures

and outcomes differ in their outer shape.

Empowerment is a multifaceted concept that requires us

to consider health promotion, self, and mutual assistance,

and many meanings of competence. This will contribute to the

understanding of individual adaptation, organizational

development, and communal life. When it comes to resource

mobilization and participatory possibilities, empowerment is

an individual-level construct, but it is a community-level

one when it comes to sociopolitical structure and social

transformation.

This theory is a crucial concept in community

psychology but is still somewhat mysterious. It is far from

a panacea for resolving community issues, performing

16
research, or comprehending natural helping systems. In some

cases, it may be used as an excuse to hold individuals

accountable for their living circumstances and a rationale

for abdicating institutional obligation to care for people

and communities through structural reforms. Furthermore, the

findings of this extensive investigation provide substantial

empirical evidence in favor of our original theory. We have

proven that empowerment theory works through comprehensive

data gathering, analysis, and interpretation. The data

repeatedly demonstrates a substantial correlation with our

study, with a p-value well below the recognized threshold,

supporting the validity of our conclusions even further.

Another theory by Ashley Crossman (2020) the Feminist

Theory is a branch of sociology that focuses on the social

issues, problems, and trends disregarded by the

traditionally dominant male perspective within social

theory. This theory highlights the potencies that support

gender inequality, oppression, and injustice; hence,

Feminist Theory promotes the pursuit of gender equity and

justice.

17
Conceptual Framework

The researchers defined two variables in the study.

These variables are the demographic profile of the

respondents and their perception of women’s empowerment. The

variables have been classified as independent and dependent

variables respectively and identified its relationship as

shown on the paradigm below.

Family Background Perception of

 No. of male and Gender Roles
female members in
the family

Family Income
 Monthly income of the Perception of

18
 family of the Gender
Stereotypes
respondent

Age

Grade Level

Religion

Figure 1. A systematic illustration showing the process of the

survey of the study and the concept and relationship of the two

variables in the study.

Scope and Limitations

This study focuses on the relationship between the

respondent’s demographic profile and their perception of

women’s empowerment.

This study will only cover male students in UEPLHS. The

researchers will mainly focus on determining the demographic

profile of the respondents in terms of their age, family

19
background, family income, grade level, and religion. In

addition, this study also seeks to determine how their

demographic profile affects how they perceive women

empowerment influencing their self-confidence; how they

treat women; and the roles and responsibilities they attain.

The Impact of the perception of male students on

women's empowerment will be out of its coverage. The data of

this study will only be concerning to the male students in

UEPLHS.

Definition of Terms

To facilitate a better understanding of the study.

Herein are terms used in which were conceptually and

operationally defined:

Dominance. Dominance is intended to aid one’s ascension

up the social hierarchy by outperforming other individuals

in the same hierarchy.

Demographic profile. A demographic profile is a type of

demographic analysis in which information about a group is

gathered to understand better the group’s composition or

behaviors to provide more relevant services.

20
 Gender. Gender is a person’s self-conception as a man

or as a woman. It refers to the socially constructed roles

and behaviors of a person’s action.

Hierarchy. A hierarchy is a system that arranges or

ranks objects, frequently based on significance or power.

Hierarchy is an expressed or implicit understanding of who

is in charge or what is most significant.

Patriarchy. Patriarchy is a social system in which

positions of dominance and privilege are primarily held by

men. Patriarchy is associated with various ideas forming

patriarchal ideology that act to explain and justify and

attribute it to inherent natural differences between men and

women, divine commandments, or other fixed structures.

Patriarchy is a system of relationships, beliefs, and values

embedded in political, social, and economic systems that

structure gender inequality between men and women.

Sex. A person’s sex is typically assigned at birth

based on physiological characteristics such as genitalia and

chromosome composition. Sex refers to the biological and

physiological differences between males and females, such as

reproductive organs, chromosomes, hormones, etc.

21
 Traditional society. A traditional society is

characterized by a focus on the past rather than the future,

with custom and habit playing an important role. Traditional

societies are defined by widely shared and explicit social

behavior norms.

Women’s empowerment. Women’s empowerment is a method of

empowering women by improving or promoting their self-

esteem, self-worth, confidence, etc. It is

also defined as promoting women’s sense of self-worth, their

ability to make their own decisions, and their right to infl

uence social change for themselves and others.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literature

from local and foreign sources that helps shed light and

adds more relevance and depth to this research study.

Women’s Empowerment

22
 Women’s empowerment has been a controversial issue

since the very beginning. It has been a struggle for women

to exercise their rights as individuals in society freely.

They were bombarded by opportunities to practice making

self-decisions and participate in social, political, and

economic societies. Though many policies and laws have been

approved and established to protect women from any form of

discrimination or violence, it is a fact that gender norms

and stereotypes have not been eliminated in society and

women still experience prejudice, particularly in terms of

sex. Gender inequality, domestic violence, harassment, and

illiteracy are the major atrocities that must be eliminated

as concluded by the research literature, “Women

Empowerment”. These are called to be the main factors that

greatly affect women’s empowerment and are the ones that

should be addressed properly. (Jyoti Babbar, 2022)

In the study of Rahman et al. (2023) the utilization of

mobile phones engenders the empowerment of female

entrepreneurs in rural farming communities. The research

highlighted the positive impact of mobile phones on women

farmers and entrepreneurs which indicated the enhancements

of all five empowerment dimensions. Specifically, economic

empowerment, follows social, technological, and

23
psychological, while political empowerment has the least

growth. Mobile phone usage is one of the factors that affect

women’s empowerment and they also play a role in the

empowerment trajectory of rural farm women, marginalized

sectors, and those that are subjected to multifaceted

disadvantages.

According to Rebecca Stewart et al. (2021), "Higher

number of male students might challenge traditional gender

roles, potentially leading to a more positive view of male

students." As efforts to achieve gender equality continue,

there is a growing emphasis on the need to address harmful

and out-of-date gendered stereotypes and conventions to

enable individual behavior and attitude changes that will

assist societal and cultural transformation. To discover

shared theory and practice, as well as success factors, this

article systematically evaluates treatments seeking to

address gendered stereotypes and norms across different

outcomes of gender inequality, such as violence against

women and sexual and reproductive health. In most studies,

the implicit theory of change aimed to modify participants'

views by raising their awareness of gendered norms and

stereotypes. Peer involvement, addressing several layers of

the ecological framework, creating agents of change,

24
modeling/role models, and co-designing treatments with

participants or target populations are five other tactics

that were found to improve the impact of interventions.

Success criteria included taking cohort sex into account,

the duration of the intervention (multi-session vs. single-

session), and the requirement for collecting follow-up data.

Co-design, peer leadership, and interactive learning are

treatments that are more effective in attracting and

involving men and boys in particular. Various suggestions

are offered regarding the design of programs, such as the

necessity for practitioners to be aware of dispelling

prejudices about males in general, rather than simply those

about gender, and to refrain from unintentionally

perpetuating antiquated conventions and stereotypes.

Stereotypes are widely held generalizations about common

traits (including strengths and flaws) based on group

categorization. Traditional gender stereotypes attribute

agentic attributes such as ambition, power, and

competitiveness to males, while community features such as

nurture, empathy, and care for others are assigned to women.

In addition to descriptive stereotypes (ideas about specific

qualities a person possesses based on their gender),

prescriptive stereotypes are beliefs about certain

characteristics that a person should possess depending on

25
their gender. Gender stereotypes are informed by societal

conventions relating to masculine and feminine ideals and

practices (e.g., physical characteristics, temperament,

occupation/role fit, etc.), which are influenced by culture

and time.

Another research conducted by Patricia L. and Marriane

Nieuwenhuijze (2023) defines empowerment as the process by

which it assists those who are considered uninfluential or

powerless when it comes to engaging with their problems,

decision-making, and full control over their life.

Throughout their research, they identified the validated

instruments that measured all the attributes of women’s

empowerment during the perinatal period. They found out that

psychological and social dimensions play a role in women’s

prenatal empowerment and determined the attributes of

empowerment which are: gender equality, access to and

control over resources, facilitation of choice and

decisions, belief in own abilities, and control over self,

others, and situation.

According to Sayeed Naqibullah Orfan and Safeerullah

Samady (2023), Many nations still lack gender equality,

especially those like Afghanistan where social, cultural,

and tribal customs and traditions have prevented women from

26
having equal chances in all spheres of life, including

education. Before 2001, everyone's rights were taken away

from individuals, especially women, especially during the

Taliban. The Taliban (1996–2001) utilized gender disparity

to further their cause in Afghanistan as part of their

cultural ideology and resistance (Samar et al., 2014). Their

strict and fanatical interpretations of Sharia, or Islamic

law, which are deeply ingrained in their tribal traditions

and values, served as the basis for their authority over the

nation (Ahmadi, 2022). They suppressed people's social,

cultural, and public lives. They punished people severely

for raising worries about the hardships that exist in the

nation, let alone for questioning their oppressive unwritten

laws. They outlawed women and girls from enrolling in

colleges and institutions. Millions of people were forced

into poverty and millions, particularly women and girls,

were left without an education. The idea of gender equality

states that men, women, girls, and boys have equal access to

resources, opportunities, and influence in all spheres of

life, including work, home life, politics, economics,

health, and religion. (Abendroth, 2014; Ruth Eikhof, 2012;

Tekbas & Pola, 2020; Coskun & Ozdilek, 2012; Kavuran, 2018).

Gender equality is the idea that men and women, girls and

boys, have equal opportunities, conditions, and treatment

27
for realizing their full potential, human rights, and

dignity, as well as for contributing to (and benefiting

from) economic, social, cultural, and political development,

according to UNICEF (2017). Gender equality means that men

and women are partners in society and at home and that their

rights, responsibilities, opportunities, and potential are

not based on their sex at birth. It also suggests that both

men and women are free to make their own decisions and that

their needs, goals, and priorities are taken into

consideration. Gender equality is a complex issue that has

posed long-term challenges to global conventions, practices,

and policy. To advance gender equality in their countries,

some governments have created regulations, implemented

affirmative action programs, and launched initiatives.

However, gender bias and discrimination against women

persist throughout the world, especially in emerging and

poor nations (Kenschaft et al., 2015). According to UNDP

(2015), gender inequality is the most "observable

discrimination" and there are still noticeable differences

across gender groupings, which are a reflection of regional

customs, values, and cultural norms. In Islamic nations,

where regional cultures and belief systems have greatly

influenced gender roles and practices, gender equality is a

28
contentious topic. Gender inequality has resulted from them

in turn.

According to Catherine Ragasa (2023) the improvement of

two indicators of women’s empowerment-input in productive

decisions and access to and input in credit decisions-

indicates that the intervention had a positive impact on

shifting gendered perceptions and behaviors. In treatment

villages, women’s dietary variety scores were half a food

group higher than in control villages, and more women

regularly consumed foods high in vitamin A, nuts, milk,

meat, and fish. The study suggests that when a major

development investment has been made to raise agricultural

productivity and incomes, coupled with a large-scale cash

transfer program, marginal investments in SBCC can have

important additional benefits in terms of dietary diversity,

gender equality, and women’s empowerment. The study

recommends scaling SBCC interventions in similar contexts.

The SBCC intervention had a significant impact on some

aspects of women’s empowerment and gender parity, such as

inputs to productive decisions and access to and decisions

over credit, indicating that SBCC interventions can

contribute to changing gendered perceptions and behaviors.

However, most of the empowerment indicators did not change,

29
indicating that much of the gendered norms and beliefs take

time to change. Therefore, the study suggests that SBCC

interventions can be an effective tool in improving women’s

empowerment and gender equality, but it may take time to

change deeply ingrained gender norms and beliefs.

In the study of Bhaskar P. & Maddhulika Kaushik (2022),

they examined the current state of women-led cooperative

entrepreneurship in Jharkhand, India, with a focus on the

effects on tribal women’s economic participation and

empowerment as well as their leadership abilities. It

highlights how crucial it is to give women in tribal

settings the tools they need to become economically and

socially viable through business. According to the study,

women from Jharkhand’s tribal groups have historically been

disempowered in society and seen to be less capable of

leading; but, when given the right encouragement and

support, they can show exceptional leadership skills and

manage profitable group businesses. The study also poses

concerns about how to evaluate the effects and influence of

collective entrepreneurship and empowerment on socioeconomic

factors. The study also shows how entrepreneurship has

increased the social mobility of tribal women in rural

Jharkhand, suggesting that boosting women’s entrepreneurship

30
could accelerate the state’s socioeconomic development.

Furthermore, Jharkhand cooperatives are educating women on

how to create, demonstrating a positive trend in the region

toward empowering women through business.

According to Chris Sclafani1 & Dennis Wickes (2017),

The Impact of Gender and Reading Level on Student

Perception, Academic Practice, and Student Enjoyment. There

are gender disparities among pupils in many areas of

schooling. For example, women typically surpass men in every

main subject area during elementary school. But they are

unable to surpass men on measures of intelligence and

performance (Duckworth & Seligman, 2006). Why do girls'

performances seem better than boys'?. Throughout elementary

and secondary education, boys consistently rank highest on

achievement and/or IQ-focused tests.

Is their a difference in grades due to a general lack

of enthusiasm among the students? Would the student be a

more appropriate source? Pleasure and awareness? Information

on how gender variations in academic achievement are related

needs to be examined to level the playing field for every

student. Even if these things may be significant on a

national and worldwide scale, the local level is the one

that is being sampled in this instance. Teachers nowadays

31
are increasingly cognizant of the reading proficiency of

their pupils. Almost every school has some technique for

indicating children's reading levels. The majority of kids

are aware of their state test results. Their ELA tests, but

are they aware of the significance of that result? The

letter levels of Fountas and Pinnell are assigned in schools

using that assessment system in ascending rank. The letter

designation that the students are required to read within

evaluations reveals. Therefore, if there is a general lack

of enthusiasm for developing more difficult and worthwhile

learning experiences, it may be partially attributable to

the reader's ideas. Regarding his or her skills. "Active

comprehension participants shared more thoughts regarding

the experience, and their feedback was favorable (Yopp &

Dreher, 1994, p. 298). The aim of "active comprehenders” is

Many reading teachers find that their students learn

best when they read aloud rather than just saying words

without sufficient recollection of facts. These "active

comprehenders" seem to be setting themselves up to show

ability in learning and reading. In the field of writing

research, there are agreeable points of view.

Perception of Women’s Empowerment

32
 Since the beginning, perceptions of women’s empowerment

have been contentious. Addressing these difficulties

necessitates a multifaceted and inter-sectional approach

that includes legislation changes, educational reforms,

cultural adjustments, and public awareness initiatives. It

is about breaking down not only legal barriers but also

societal attitudes and assumptions that perpetuate gender

inequities. Empowering women is an investment in the general

well-being and advancement of societies, not just an issue

of equality.

In a study of Katrina Kosec (February 2021), conducted

a 2018 survey experiment with female and male adults in

approximately 1000 households in Papua New Guinea. Employing

an established survey treatment to alter respondents’

perception of their relative economic well-being subtly, we

find that increased feelings of relative deprivation make

both men and women significantly more likely to support

girls’ schooling and women’s paid employment, suggesting

that relative economic insecurity can prompt support for

women’s economic participation. However, increased feelings

of relative deprivation may trigger greater intra-household

tension. While increased perceptions of relative deprivation

cause women to want more household decision-making

33
authority, men’s attitudes toward women’s proper roles in

decision-making are unchanged.

In other words, increased support for women’s economic

participation among men appears to stem mainly from a desire

to raise household income, and not to alter the general role

of women in society. The results underscore the multifaceted

nature of gender attitudes, and how support for women’s

economic participation may rise without simultaneous

increases in women’s agency in decision-making.

According to Ali Jagne (2023), As with any subject,

men's and husbands' attitudes regarding women's empowerment

can vary greatly depending on the individual and their

values. Some men and husbands may value women's empowerment

and actively support efforts to achieve gender equality.

They may feel that women should have equal chances and

rights as men, and they may strive to build a more inclusive

and equitable society. However, some men and husbands may

not completely comprehend or embrace the concept of women's

empowerment. They may adhere to traditional gender roles and

fail to see the importance of women's equal rights and

opportunities. These individuals may be unwilling to

question the existing quo and may oppose initiatives to

promote gender equality. Ultimately, all men and husbands

34
must appreciate the value and significance of female

empowerment. Men and husbands can contribute to a more

inclusive and equitable society by supporting efforts to

promote gender equality. This can help not only women, but

also men, families, and communities. Husbands may treat

their daughters differently than their wives for a variety

of reasons. Possible explanations for this conduct include

cultural norms and expectations of gender roles, personal

experiences and views, and individual variances among

husband, wife, and daughters. Numerous factors, including

religion, might affect how husbands treat their wives and

daughters. Certain religious teachings or views regarding

the roles and responsibilities of men and women in the

family may influence how husbands relate to and perceive

their daughters and wives. For instance, husbands may be

more inclined to give their wives' wants and preferences

priority in these areas if they believe that women should be

the primary nurturers and caregivers in the family under

certain religious traditions. Additionally, how husbands

treat their daughters and wives may also be influenced by

religious views regarding the significance of particular

gender roles and expectations. For instance, in certain

religious traditions, males are supposed to lead the family

spiritually. Consequently, husbands may be more inclined to

35
give their wives, who are thought to be in charge of running

the home and raising the children, more time and money.

Marriane Campbell [Link]. (2019) presented findings that

those who identify as religious are associated with trans

prejudice, especially non-religious individuals. During

their research, they found that certain forms of religiosity

such as church attendance, religious fundamentalism, and

interpretations of the Bible are also related to trans

prejudice. This may be caused by individuals whose beliefs

are strongly enhanced and those who adhere to precise

ideological ordinances prohibiting gender variance conduct.

In addition, the researchers added that understanding

antecedent factors and predictors of trans prejudice is

necessary to inform interventions and strategies to oppose

discrimination against vulnerable people.

Another study about the Perception of women’s

empowerment was done by Yeganeh Aghazamani (March-April

2020), and few researchers have accounted for the particular

circumstances (e.g., economic, socio-cultural) influencing

women’s perceptions of empowerment. Recognizing that

tourism, particularly in developing economies, provides a

unique context for empowerment, a qualitative approach was

used to discover Iranian women’s overall perception of

36
empowerment and whether it differed based on occupation

(i.e., tourism vs. non-tourism, including homemakers). In

total, ten distinct conceptions of empowerment were

identified, two of which (having distinct behavioral

characteristics and faith) are novel to the literature.

Furthermore, when occupation and perceived level of

empowerment were evaluated, women’s perceptions of

empowerment differed. Researchers should not disregard

socio-cultural aspects of empowerment, the degree to which

women believe themselves to be empowered, and other elements

while doing a study on factors influencing women’s

perceptions of empowerment, according to the findings.

In the study they explored Iranian women’s perception

of empowerment from an occupation lens for three primary

reasons; studies conducted with women have primarily used

non-localized frameworks that can’t account for their unique

perceptions of empowerment; little is known about Iranian

women’s perception of empowerment; and few researchers have

investigated the intersection of tourism development and

empowerment of women in Iran.

According to Matthias Doepke & Michele Tertilt (2017),

economic progress and female empowerment are linked,

although giving women cash transfers may have unexpected

37
repercussions. Families are the first to make decisions that

affect the economy. A key component of development is

raising the population's level of education and competence,

or "human capital". Human capital is mostly determined by

the choice parents make regarding the number of children to

have, whether to send them to school or work and how much

time and money to invest in their education. Physical

capital is yet another essential component of growth. Once

more, families decide how much to save and how much to

spend, which in the end determines the capital stock. There

are solid arguments in favor of the theory that women's

empowerment promotes economic growth. Women's skills and

abilities could be more effectively utilized if there was

less prejudice against them while applying for jobs and

schools. Hsieh et al. (2013) discovered, for instance, that

between 1960 and 2010, the US saw a 25% increase in

productivity per capita, primarily as a result of improved

talent allocation across genders and races and decreased

discrimination. In general, there is a solid empirical

correlation between indicators of gender equality and

economic development. There are solid arguments in favor of

the theory that women's empowerment promotes economic

growth. Women's skills and abilities could be more

effectively utilized if there was less prejudice against

38
them while applying for jobs and schools. The simplest

theory states that men and women have distinct interests,

with males being more interested in their personal well-

being and women more focused on their children. We get the

spending patterns that we see when we combine this with the

presumption that women's choices matter more if their income

share within the family increases.

Kathrin Thomas and Isabella Kasselstrand conducted

another research. Empowerment may start in people’s minds,

as public perceptions of the rights and roles of women in

society are a critical element of disentangling women’s

empowerment in the region (Thomas, 2019). It is thus

important to regularly monitor public perceptions toward

women’s empowerment. The paper explores the question of what

explains the public opinion of women’s empowerment in the

Middle East and North Africa. Muslim societies have often

been accused of conservatism toward empowerment, stripping

women of equal access to education and opportunities.

However, many predominantly Muslim societies in the MENA

region seem to be on the way to implementing change to

provide women with more rights. Prior research points to

exposure to diversity as a contributor to the acceptance of

a more egalitarian role of women in society. The article

39
analyzes different mechanisms of the exposure hypothesis and

whether they contribute to predicting positive public

perceptions of women empowerment in the region. The

empirical analyses rely on public opinion data collected by

the Arab Barometer in 2018–19. The descriptive findings

suggest attitudinal differences across countries, but also

significant gender gaps and divergences across core

explanatory factors found under the umbrella of the exposure

hypothesis, such as diverse urban living, keeping religion a

private matter, and connecting with the world via social

media. These factors seem important to shift people’s minds

and to pave women’s long way to liberalization.

The study of Emily Aleson et. al. (2021) review on male

engagement in women’s economic empowerment programs

emphasizes the importance of involving men in WEE

initiatives to promote gender equitable norms and raise

awareness within communities and households. This can be

achieved through targeted campaigns and training, engaging

men and boys constructively and early on, providing safe

spaces for participants to access support, mentoring, and

share their experiences, and being attentive to prevention

and response in WEE programs. The review also highlights the

need for more research and evaluation on the intersection of

40
WEE and gender-based violence (GBV), as well as the

importance of addressing the responsibility and role played

by men and institutions in WEE programs. Additionally, the

review emphasizes the importance of making gender issues

visible at the macro level, engaging front-line program

staff and women’s rights organizations, and addressing the

issue of unpaid care work to support women’s economic

participation outside the home.

In terms of engaging men in WEE programs, the

literature review suggests linking activities with typical

moments of male socialization, providing financial

incentives, making activities appealing to men, taking into

account the schedules of participants, and providing

childcare for children. The review also suggests

understanding context-specific gender dynamics, finding the

balance in engaging men without allowing them to over-power

women-focused programming, creating a solid theory of

change, and measuring the cost-effectiveness of

interventions that engage men in WEE and WED initiatives.

Overall, the literature review emphasizes the

importance of engaging men in WEE programs, promoting gender

equitable norms and raising awareness, addressing the

responsibility and role played by men and institutions,

41
making gender issues visible at the macro level, and

addressing the issue of unpaid care work to support women’s

economic participation outside the home. The review also

suggests linking activities with typical moments of male

socialization, providing financial incentives, making

activities appealing to men, taking into account the

schedules of participants, and providing childcare for

children when engaging men in WEE programs.

According to Katrina Kosec (2021), gender attitudes are

sensitive to the perception of relative deprivation, which

affects support for women’s economic participation. Which

means that it affects the support for women’s economic

participation. The feeling of relative deprivation will most

likely make men and women support girls’ schooling and

employment. But relative deprivation may also cause

household tension which leads to women seeking more

decision-making power than men. Because of relative

deprivation, women are taking the jobs that they can get to

gain more income. Women contribute income to their household

but they never get to decide things, unlike men who are

already used to being in charge. Women contribute

financially while doing the household work but they have

limited power to make decisions which is unfortunate.

42
 The study by Lydia D. (2021) states that through the

years, the idea of women’s empowerment affected both women

and men. The English language truly influenced the idea of

Women’s Empowerment among the students. There is a big

difference between the perceptions of women and men on

women’s empowerment because they all have different opinions

and ideas. The study stated that the English language plays

a big role in shaping the concept of Women’s Empowerment.

Females were aware that the knowledge of the English

language would help them be more empowered. The findings of

the study also stated that literacy is important because it

also plays a role in the relationship between the English

language and Women’s Empowerment. Expressing our thoughts in

words is important for us to communicate, and convey our

opinions, ideas, perceptions, etc. Just like Madeleine

Albright (2010) said, “It took me quite a long time to

develop a voice, and now that I have it, I am not going to

be silent”. Since then, it is believed that if you have

great English knowledge, you are considered smart or

intelligent. The mastery of the English language became a

standard and the basis of whether an individual deserves to

be seen and respected or not. This is also why some people

are being invalidated because they’re not educated about the

English language.

43
 According to the study of Marissa G. and Emilyn C.

(2023) shows that the main point of education is not just

handling of academic knowledge and study habits but also the

expansion of comprehension of concepts, and concerns that

influence classroom experiences. This study focuses on the

awareness of students of gender laws, their perceptions of

gender stereotypes, prejudice, and equality, and their

perspectives on gender issues as experienced inside the

classroom. There are five thematic analyses first, perceived

differences in behaviors between girls and boys inside the

classroom. Second, perceived favorable attention is given by

teachers to boys than girls. Third, Academic subjects go

beyond gender. Fourth, equal right to learn regardless of

gender. And last is experiences of gender discrimination in

the classroom. Gender awareness is the understanding that

there are socially determined inequalities between men and

women based on behavior that they learned, in which the

ability to access and control resources is affected.

Classrooms are locations where students broaden their

viewpoints on gender topics related to challenges such as

violence, discrimination, and equality as part of the

exposure to an inclusive learning environment.

44
 According to Mohammad Yaqub Sharif [Link] (2023) women

were neglected in all societies. The researchers described

women as those who were provided inheritance differently

based on their religion. However, in the Muslim community,

the researchers stated that there is no inherent inequality

between men and women. Islamic doctrines, founded in the

divine build a framework for family dynamics and financial

duties, emphasizing the husband's role as a financial

provider. It became a guide to married couples that all

essential rights and life's ambitions begin with marriage.

The dowry will be acquired from the husband. In short, women

are constantly relying on men for their support and

sustenance. Moreover, in Muslim culture, women are not

denied the right to independence. Islam has guaranteed them

independence and dignity.

According to the study by Katrina K. [Link]. (2020)

which contains gender attitudes, the decision-making of

women, and relative economic insecurity. Including

assistance on participation and involvement in decision-

making in community and household for women, they have to be

confident and fully intended of what they're involved in,

and they are supposed to give fulfillment and surely effort

to be empowered women, therefore women tend to have more

45
household decision-making authority, men’s attitudes towards

women’s proper roles in decision-making are unchanged. In

other words, enhancing support for women's economic

participation and involvement by males comes to arise mostly

from a desire to raise household income, and not make

changes to the general role of women in society.

The findings highlight how complex gender perceptions

are, and how women’s economic participation may increase

without a simultaneous rise in women’s agency in decision-

making is supported. In addition, women have good choices in

managing to household and in women’s economic participation.

Another study by Aishat Abdu (2023), further explored

the different understandings and perceptions of women and

male farmers in Ghana. Women and men described empowerment

as the ability of a person to learn and improve as an

individual and be able to reach or achieve their goals.

Their definition of an empowered woman is someone who’s

trying their very best to improve themselves to have the

qualities that they need to be a better person and achieve

their goals. Someone who’s taking action to accomplish what

they want, and someone who’s also working with others in

chasing and achieving their dreams. The study showed that

local farmers view empowerment in different ways. It is also

46
said that the concept of empowerment is divided into two

components which are the internal and external components.

Internal components are the things that are essential for a

person to be empowered such as self-confidence and a good

mindset. The external components are the things that are

related to yourself and a group, that empowers other people.

Some examples are leadership and social and mental support.

This notion acknowledges that women have traditionally

been marginalized, discriminated against, and denied equal

chances in many areas of life. Gender discrimination against

women remains a widespread problem in many nations, limiting

women’s access to school, employment, healthcare, and

political representation. Gender-based violence, which

includes domestic abuse, sexual harassment, and human

trafficking, continues to be a major issue, impeding women’s

capacity to live free of fear and violence. Women are

frequently underrepresented in political positions and

decision-making responsibilities, which can result in

policies that do not appropriately meet women’s concerns and

interests. Harmful gender stereotypes and cultural

expectations can limit women’s options and opportunities

while also perpetuating traditional gender norms.

47
 CHAPTER III

METHODOLOGY OF THE STUDY

This chapter presents the Locale of the Study, Research

Design, The Variables, Population and Sampling Technique,

The Respondents, Research Instrument, Scoring and

Interpretation of Data, Validation of Research Instrument,

and Data Gathering and Statistical Treatment which will be

applied in the conduct of the research to address the

Perception of Male Students on Women’s Empowerment. The

purpose of this study is to examine a factor affecting the

perception of male students. Specifically, the study was

designed to answer and evaluate the substantial disparity

between the male students’ demographic profile and their

perspectives on women’s empowerment.

Locale of the Study

The study was conducted at the University of Eastern

Philippines Laboratory High School, located in the

Municipality of Catarman, in the province of Northern Samar.

Northern Samar is one (1) of the six (6) provinces

composing the Eastern Visayas Region (Region VII).

48
Surrounding the province, its south are the provinces of

Samar and Eastern Samar. To the northwest, across the San

Bernardo Strait is Sorsogon; its east is the Pacific Ocean,

and to the west is the Samar Sea. The province has a total

area of 3,692.93 square kilometers (1,425.85 sq mi).

According to the 2020 census, Catarman is a 1st class

municipality and capital of Northern Samar. It has a

population of 97,879 people, 55 barangays, and several

households of 20, 836. The municipality of Catarman is the

largest land area and population in the province and is also

the commercial, educational, financial, political, and

government center of Northern Samar province.

One of the educational institutions in Catarman is the

University of Eastern Philippines which is 2 miles away from

Catarman by road. UEP is the first state university in the

Visayas that offers graduate and undergraduate programs

short-term courses and certificates among institutions in

the Eastern Visayas region. One of these offered

undergraduate programs is the University of Eastern

Philippines Laboratory High School (UEPLHS) a public school

that provides education to middle high school students.

49
 Fig 2. Map of the Municipality of Catarman

Fig. 3 Campus of the University of Eastern

Philippines

50
 Fig 4. Seal of the University of Eastern Philippines

Fig 5. University of Eastern Philippines Laboratory High

School

51
Research Design

This paper utilized the quantitative descriptive

research strategy. Descriptive research aims to accurately

and systematically describe a population, situation, or

phenomenon. It can answer what, when, where, and how

questions, but not why questions. A descriptive research

design can use various research methods to investigate one

or more variables.

Researchers should support and provide justice to

women’s empowerment in this study. Women’s empowerment is a

critical component of societal progress and development. It

is a multidimensional notion with social, economic, and

political implications. Women’s empowerment is not merely an

issue of justice and equality; it is also a strategic

imperative for building a more inclusive, resilient, and

prosperous society. It’s worth noting that the success of

women’s empowerment projects is frequently dependent on the

integration of these tactics and the involvement of diverse

stakeholders. A joint effort is required to solve systemic

difficulties and establish an atmosphere in which women may

prosper socially, economically, and politically. Promoting

women’s empowerment necessitates a multidimensional and

comprehensive approach including a wide range of

52
stakeholders such as governments, civic society,

corporations, and individuals.

The researchers used a descriptive research method that

describes how the demographic profile of male students in

UEPLHS can affect their perceptions of women’s empowerment.

Researchers gathered a variety of literature, examined data,

conducted surveys, and gathered data. The researchers also

included the respondent’s demographic profile, such as

family background, grade level, religion, and socioeconomic

situation, because these factors could influence how they

see women’s empowerment. Surveys and data collection were

used to determine the probable association between

respondents’ demographic profiles and their perceptions of

women’s empowerment.

Variables

The variables in this study were measured, manipulated,

and controlled which were presented in Figure 1. As regards

the independent variable, they focused on the demographic

profile of the respondents such as family background, family

income, age, grade level, and religion. The dependent

variable deludes the perception of the respondents on

53
women’s empowerment in terms of their self-confidence,

attitude toward women, and roles and responsibilities.

Population & Sampling Technique

The researchers collected a systematic sample from 145

male students out of the 360 total population in UEPLHS.

Probability sampling is the selected technique for

evaluating and analyzing the respondents of the study. The

stratified random sampling technique was used in this study

to ensure that the subjects selected will represent the

population of interest. Out of the 145 male students, the

researchers calculated Slovin’s formula which resulted in

106.42 or 106, hence, 106 respondents were randomly selected

to equally represent each of the sections of each grade

level covered by the study.

Respondents

The respondents of the study were male students from

the University of Eastern Philippines Laboratory High

School. The chosen respondents are the junior high school

grade levels. Under 7th Grade, Section Oxygen there are 18

male students while in Section Daisy there are 19 male

students. In 8th Grade, Section Beryllium there are 17 male

students while in Section Chrysanthemum there are 23 male

54
students. In 9th Grade, Section Copper there are 15 male

students while in Section Sampaguita there are 17 male

students. Lastly, in 10th Grade, Section Gold there are 17

male students while in Section Dahlia there are 19 male

students. In total, there are 145 male students. The

researchers chose them as the respondents to obtain the

essential data for their study about the perception of male

students on women’s empowerment.

Research Instrument

The researchers used a modified standardized

questionnaire to obtain the needed data for the study. A

part of the questionnaire is the demographic profile of the

respondents which includes: religion, grade level, family

background, and family income and the parameters that

measure the respondent’s perception of women’s empowerment.

Scoring and Interpretation of Data

The study used the 4-point Likert scale scoring system

to measure the favorable and unfavorable viewpoints of the

respondents.

The weighted value of the favorable and unfavorable

viewpoints of the respondents will be scored as follows

55
 Strongly Agree 4

Agree 3

Disagree 2

Strongly Disagree 1

The weighted mean of each statement will be scored as

follows

High 3.50-4.00

Moderate 2.50-3.49

Fair 1.50-2.49

Less 1.00-1.49

Data Gathering Procedure

The researchers submitted a letter to the UEPLHS

Principal for approval of the distribution of questionnaires

among the respondents. They gathered data through a survey

and the data will be processed after allowing all the

respondents to answer the questions. Then, the

questionnaires were retrieved by the researchers personally.

After that, the data gathered were tallied, computed, and

interpreted.

56
Validation of Research Instrument

Three experts validated the research instrument. One

was an English teacher, a Sociology graduate, and a Research

Specialist. Their insights and suggestions were considered

to enhance the researcher’s survey questionnaire.

Statistical Treatment

The following are the statistical formulas that were

utilized in the analysis of the data information gathered.

For objective no. 1, the data were treated

statistically using percentage frequency distribution, which

will indicate the percentage of observations for each data

point (Jove, 2023)

Percentage= f/ N x 100

Where:

P = percentage

f = Frequency

N = Number of respondents

57
 For objective no. 2, the data were treated using mean

and standard deviation. The mean is a statistical measure

that represents the average value of the dataset. In

contrast, the standard deviation represents how spread out

the values are in a dataset relative to the mean (Zach

Bobbitt, 2022).

The formula of mean:

∑x
x=
n

The formula of Standard Deviation:

Standard deviation = √Σ (xi – xbar)2 / (n-1)

where:

Σ: A symbol that means “sum”

xi: The ith value in the sample

58
xbar: The mean of the sample

n: The sample size

For objective no. 3, the data gathered were treated

using regression analysis. The simple linear regression

analysis is used in predicting the value of y given the

value of x.

Formula:

Y =a+bx

Where:

Y is the dependent variable

a is the Y-intercept

b is the slope of the line

X is the independent variable

ε is the error in the equation or the residual

59
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter presents analyses, and interprets the data

gathered in the study. To ensure conversation coherence and

clarity in presenting the data in the discussion, the

following is the sequence and order of the questions raised

in Chapter 1, so wit: (1) demographic profile of the

respondents, (2) perception of male students on women’s

empowerment, and (3) significant difference of the

demographic profile of the respondents and their perception

on women’s empowerment.

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Table 1.1 shows that the number of male members in the

family in the category of 3-5 ranks 1 with a frequency of 55

with a percentage of 51.89%, and the category 6 above, ranks

last with a frequency of 8 and a percentage of 7.55%.

The table displays the percentage of male family

members, with a range of 3-5 males, making up the majority

60
of the family. The number of male family members is

significant. Furthermore, Table 1.1 implies that our

respondents’ family members have mid-dominant male members

suggesting a more rigid commitment to conventional values

and customs, which could influence the views of male

students on women’s empowerment.

Table 1.1 Number of male members in the family

Number of Category Frequency Percentage

male members

in the family

Male 0-2 43 40.57%

3-5 55 51.89%

6 above 8 7.55%

Total 106 100%

According to Rebecca Stewart et al. (2021), "Higher

number of male students might challenge traditional gender

roles, potentially leading to a more positive view of male

students." To discover shared theory and practice, as well

as success factors, this article systematically evaluates

treatments seeking to address gendered stereotypes and norms

across different outcomes of gender inequality, such as

violence against women and sexual and reproductive health.

In most studies, the implicit theory of change aimed to

61
modify participants' views by raising their awareness of

gendered norms and stereotypes. Peer involvement, addressing

several layers of the ecological framework, creating agents

of change, modeling/role models, and co-designing treatments

with participants or target populations are five other

tactics that were found to improve the impact of

interventions. All things considered, a great deal is known

about gender norms and stereotypes and how they contribute

to the different outcomes that were previously mentioned as

well as the continuation of gender inequality. Less is known

however about how to support and sustain more equitable

attitudes and behaviors when it comes to addressing gender

equality more broadly. This systematic review aims to

address the question of which intervention characteristics

support change in attitudes and behavior concerning rigid

gender stereotypes and norms. However, when it comes to

tackling gender equality more broadly, there is less

information available regarding how to foster and maintain

more fair attitudes and behaviors. The purpose of this

systematic review is to answer the question of what aspects

of interventions encourage a shift in behavior and attitudes

toward inflexible gender stereotypes and standards.

62
 Table 1.2 displays the number of female members in the

family under the category of 0-2 with a frequency of 74 and

a percentage of 61.81% who rank 1, while under the category

of 6 above with a frequency of 4 and a proportion of 3.77%

who rank last.

Table 1.2 Number of female members in the family

Number of Category Frequency Percentage

female

members in

the family

female 0-2 74 61.81%

3-5 28 26.42%

6 above 4 3.77%

Total 106 100%

The table depicts the number of female family members,

with 0 to 2 female relatives being the most common among

male students. The number of female members in a family has

a substantial impact on male students' opinions toward

women's empowerment. Family surroundings influence views

toward gender equality via the transfer of cultural norms

and values, role modeling, and interaction dynamics. Close

ties with strong female relatives promote empathy and

understanding. Conversations and discussions can impact

63
people's opinions about women's rights and inclusive

decision-making processes.

According to Sayeed Naqibullah Orfan and Safeerullah

Samady (2023), The study investigated how university

students perceived gender equality, what actions they took

to advance gender equality in their communities, and how

they thought about promoting gender equality. The results

demonstrated that the vast majority of participants

disagreed with the conventional belief that "men belong in

the office and women belong in the kitchen" and had positive

opinions regarding gender equality. They promoted gender

equality in their communities through a variety of tactics,

to differing degrees (e.g. activism for gender equality).

They offered several recommendations for tactics to advance

gender equality in Afghanistan, such as incorporating gender

equality into the curriculum. Moreover, the participants'

views on gender equality were significantly influenced by

their gender. Compared to their male peers, female students

held more positive views of gender equality and were more

likely to employ various strategies to advance it. Female

students were also more aware of the roles played by males,

mullahs, education, and awareness campaigns in advancing

64
gender equality in society than were their male

counterparts.

Table 1.3 shows the family income of the respondents

wherein category 40,001-50,000 above ranks 1 with a

frequency of 44 and a percentage of 41.51&, while category

10,001-5,000 below ranks last with a frequency of 14 and a

percentage of 13.21%.

Table 1.3 Monthly Family Income

MONTHLY FAMILY FREQUENCY PERCENTAGE

INCOME

10,000-5,000 BELOW 14 13.21%

10,001-20,000 15 14.15%

20,001-30,000 16 15.09%

30,001-40,000 17 16.04%

40,001-50,000 44 41.51%

ABOVE

TOTAL 100 100%

The table shown above indicates that most of the

respondents fall within the middle to upper-middle-class

economic status, meanwhile, there are only a few male

students who belong to lower to lower-middle-class economic

65
status as it only shows a few numbers of students who

answered 10,000-5,000 below.

According to Matthias Doepke & Michele Tertilt (2017),

Families are the first to make decisions that affect the

economy. A key component of development is raising the

population's level of education and competence, or "human

capital." Human capital is mostly determined by the choice

parents make regarding the number of children to have,

whether to send them to school or work and how much time and

money to invest in their education. Physical capital is yet

another essential component of growth. Once more, families

decide how much to save and how much to spend, which in the

end determines the capital stock. There are solid arguments

in favor of the theory that women's empowerment promotes

economic growth. Women's skills and abilities could be more

effectively utilized if there was less prejudice against

them while applying for jobs and schools.

Table 1.4 shows the grade level of the respondents, as

grade 7 ranks 1 with a frequency of 36 and a percentage of

33.96%, while grade 10 ranks last with a frequency of 22 and

a percentage of 20.75%.

66
 Table 1.4 displays the grade level of male students who

responded to the survey questionnaires. Based on the

respondents' accumulated data, most of the students are in

grade 7. It is important to recognize the significance of

grade level when investigating male students' perceptions of

women's empowerment because it affects peer dynamics,

cognitive abilities, socialization processes, exposure to

educational curriculum, and developmental stages. Students'

understanding and interpretation of complicated social

topics, such as gender equality, are significantly

influenced by their grade level, with younger students

possibly holding less nuanced opinions than their older

counterparts.

Table 1.4 Grade Level

GRADE LEVEL FREQUENCY PERCENTAGE

Grade 7 36 33.96%

Grade 8 23 21.70%

Grade 9 25 23.59%

Grade 10 22 20.75%

Total 106 100%

According to Chris Sclafani1 & Dennis Wickes (2017),

The Impact of Gender and Reading Level on Student

Perception, Academic Practice, and Student Enjoyment. There

67
are gender disparities among students in many areas of

education. For example, throughout grade school, girls

typically perform better than boys in all major content

areas. On tests of achievement and IQ, however, they fall

short of males (Duckworth & Seligman, 2006). Why do girls

outperform boys in elementary and secondary school, although

boys typically score the highest on achievement and/or IQ-

focused tests? Is the difference in grades due to a general

lack of enthusiasm among the students? Could the happiness

and perspective of the students be a better explanation?

Reviewing data on gender disparities in academic achievement

is necessary to strive to level the playing field for all

participating students.

Table 1.5 Religion

RELIGION FREQUENCY PERCENTAGE

Roman Catholic 90 84.91%

Born Again 9 8.49%

INC 1 0.94%

Seventh Day 0 0%

Adventist

Others 6 5.66%

Table 1.5 shows the frequency and percentage

distribution of the religion of the respondents showing that

68
those respondents who are Roman Catholic have a frequency of

90 and a percentage of 84.91% who ranks 1, meanwhile the

last ranked is the Seventh Day Adventist with a frequency of

0 and a percentage of 0%.

Table 1.5 displays the religious convictions of male

students. Based on the collected responses, it is evident

that the mainstream of these students identifies as Roman

Catholic. Religion, with its impact on cultural norms,

values, and gender dynamics, is an important aspect of

understanding male students' perspectives on women's

empowerment. Male students' perceptions of women's rights

and duties are influenced by religious teachings,

socialization within devout communities, interpretations of

scripture, and communal demands. Within religious contexts,

some religious teachings support patriarchal norms and limit

women's empowerment, while others promote the contrary.

Understanding male views toward gender issues and developing

successful ways to uphold women's empowerment among male

students require an understanding of religion's dual

position as a barrier to and a facilitator of women's

empowerment.

Like with any subject, opinions on women's empowerment

and men's attitudes toward it can differ widely depending on

69
the person and their own beliefs (Ali Jagne, 2023). Certain

men and spouses might hold a favorable perspective on

women's empowerment and actively advocate for initiatives

aimed at advancing gender parity. They believe that women

ought to enjoy the same opportunities and privileges as men,

and they might endeavor to establish a society that is more

just and inclusive. Nonetheless, some husbands and men might

not agree with or fully comprehend the idea of women's

empowerment. They can still adhere to antiquated notions of

gender norms and fail to recognize the necessity of equal

rights and opportunities for women. These individuals might

not be supportive of initiatives to advance gender equality

and might not be prepared to question the status quo. In the

end, all spouses and men must understand the significance

and worth of women's empowerment. Men and husbands can

contribute to the creation of a more equitable and inclusive

society for all by supporting initiatives to advance gender

equality. Men, families, communities, and women may all gain

from this.

PERCEPTION OF THE MALE STUDENTS ON WOMEN’S EMPOWERMENT

70
Table 2 Perception of the male students on women’s

empowerment

PERCEPTION OF WEIGHTED STANDARD INTERPRETATION RANK

GENDER MEAN DEVIATION

STEREOTYPES

1. Women make 2.74 0.9 Fair 9

better leaders

than men.

2. Women make 2.66 0.7 Fair 11

better employers

than men.

3. Women make 2.25 0.9 Fair 28.5

better educators

than men.

4. Women have 3 0.9 Moderate 1

more power than

men.

5. Men should 2.52 1.0 Moderate 18

earn more than

women.

6. Women are 2.19 1.0 Fair 32.5

good for cooking

and cleaning

7. Men and women 2.15 1.0 Fair 35

71
are equal.

8. Women are 2.79 1.0 Moderate 5

never in charge.

9. Women are 2.59 1.0 Moderate 13.5

supposed to have

“clean jobs”

such as nurses,

teachers,

secretaries, and

librarians

10. Women always 2.71 0.9 Moderate 10

need to ask men

for help around

the house

because they

aren’t handy

with tools

11. Women are as 2.81 0.9 Moderate 4

strong as men.

12. Women are 2.53 0.9 Moderate 16.5

capable of

carrying heavy

objects

13. Women are 2.20 0.9 Fair 31

72
good at

multitasking

14. Women cheat 2.23 1.0 Fair 30

like men

15. Women are 2.30 0.9 Fair 25

inclined to

sports and games

16. Women are 1.98 0.8 Fair 39

clean and tidy

17. Women cook, 2.11 0.9 Fair 36.5

sew, or do

crafts

18. Women enjoy 2.76 0.8 Moderate 7.5

working on cars

19. Women are in 2.76 0.9 Moderate 7.5

charge

20. Women do 1.89 0.9 Fair 40

house works and

are capable of

taking care of

children

PERCEPTION OF

GENDER ROLES

21. Pink is for 2.59 1.1 Moderate 13.5

73
girls and blue

is for boys

22. The best 2.43 0.9 Fair 21

women are

housewives

23. Women do cry 2.31 0.9 Fair 23.5

a lot

24. Women are 2.51 1.0 Moderate 19

breadwinners

25. Women are 2.31 0.9 Fair 23.5

strong and tough

26. Women are 2.26 0.9 Fair 26.5

protectors

27. Women should 2.78 1.0 Fair 6

be sexually

aggressive

28. Women should 2.53 0.8 Moderate 16.5

be dominant in

relationships

29. Women are 2.26 1.0 Fair 26.5

nurturing

30. Women are 2.25 0.9 Fair 28.5

emotional and

74
irrational

31. Women are as 2.82 0.9 Moderate 2.5

physically

strong as men

32. Women should 2.63 0.9 Moderate 12

be submissive

and passive to

men

33. Women’s 2.5 0.9 Moderate 20

empowerment is

the best

movement for

gender equality

34. Women should 2.57 0.8 Moderate 15

not be too

outspoken and

assertive

35. Women are 2.11 1.0 Fair 36.5

more sensitive

and easily hurt

36. Women should 2.38 1.0 Fair 22

aspire to be

wives and

mothers above

75
all else

37. Women are 2.82 1.0 Moderate 2.5

weak

38. Women are 2.19 1.0 Fair 32.5

more prone to

gossip

39. Women are 2.16 0.9 Fair 34

more concerned

with personal

appearance

40. Women are 2.07 1.0 Fair 38

more sensitive

than men

Table 2 shows the perception of male students on

women’s empowerment where indicator 4 “Women have more power

than men” ranks 1 with a mean of 3.0 and a verbal

interpretation of moderate, while indicator 20 “Women do

housework, and are capable of taking of children” ranks last

with a mean of 1.89 and a verbal interpretation of fair.

The table is split into two parts: the average male

perception of women's empowerment and the perception of

76
gender roles. The first part of the table shows questions

number 1, 4, 18, and 19 all have a weighted mean higher than

the majority of questions indicating that the majority of

the male perception believes in women undertaking leadership

roles, yet followed by questions 8 and 10 that women are not

exactly in charge and need men to handle other things they

aren't handy or can do with.

The second part of the table encounters questions

number 31 and 37 tied with the same weighted mean based on

the given data, indicating that perception of gender roles

shows women can be physically as strong as men but

considered weak in other aspects. The following weighted

mean average highs come from perceptions that women exist

for sexual aggression and are more submissive rather than

pushing for women's empowerment.

The literature of Emily Aleson et. al. (2021)

highlights the importance of women's economic empowerment

and the strategies to achieve it, such as creating platforms

for NGOs to share experiences, engaging stakeholders in

decision-making processes, and conducting community

consultations. These strategies align with the principles of

gender-sensitive budgeting and capacity building, which aim

to integrate gender considerations into all stages of policy

77
and action. In essence, the active involvement of men is

linked to enhanced health and economic results, playing a

vital role in the effectiveness of initiatives targeting

matters from maternal health to women's economic

empowerment. Various strategies have been employed to engage

men in diverse ways and at different levels, with varying

outcome measures. Despite this, there is a lack of consensus

on the best ways to accurately assess and integrate male

engagement into programs. It's noteworthy that men encounter

socio-cultural hurdles that hinder their participation in

areas like maternal health and childcare. Consequently,

examining the evidence from interventions promoting male

engagement in high-, middle-, and low-income countries is

crucial for the Grameen Foundation, as it helps guide

current and future programs.

Table 3.1 Significant relationship between the demographic

profile of the respondents in terms of the number of male

members in the family and the perception of male students on

women’s empowerment

ANOVA
Significanc
df SS MS F eF P-value
Regression 1 0.0766 0.0766 0.50739 0.477866 0.00
Residual 104 15.70073 0.150969 0.48
Total 105 15.77733

78
 Table 3.1 shows the significant relationship between

the demographic profile of the respondents in terms of the

number of male members in the family and the perception of

male students on women’s empowerment with a p-value of 0.00

which is less than 0.05, allowing the researchers to reject

the hypothesis, therefore significant.

The results gathered from Table 3.1 show that no matter

how many male members there are in the family, it does not

have a significant relationship with how the male students

perceive women’s empowerment. The number of male family

members makes little difference in one's perception of

women's empowerment.

Moreover, the study by Katrina Kosec (2021), states

that “Gender attitudes are sensitive to perceptions of

relative deprivation.” Which means that it affects the

support for women’s economic engagement. The increased

feeling of relative deprivation makes both men and women

support women’s schooling and employment. Increased feelings

of relative deprivation may lead women to want more

authority in decision-making, but the attitude of men

towards women stays the same. What this means is that

greater support for women’s economic engagement appears that

they only want to raise the household income, but not to

79
change the general role of women in society. According to

Bernard et al. (2020), “The economic upside of having the

most knowledgeable person make decisions, rather than men by

default, has been proven.” Yet women’s involvement in

household decisions is still low, while men are already

dominant because they’re expected to be in that position.

Women always have a lot of responsibilities; they contribute

financially and help with the household chores but they

never had the power of decision-making which is very far

from women’s empowerment.

Table 3.2 shows the significant relationship between

the number of female members in the family and their

perception of women’s empowerment, with a p-value of 0.00

allowing the researchers to reject the null hypothesis,

therefore significant.

Table 3.2 Significant Relationship between the demographic

profile of the respondents in terms of the number of female

members in the family and their perception of women’s

empowerment

ANOVA
df SS MS F Significance F P-value
Regressio 0.03315 0.03315 0.2190247
n 1 7 7 5 0.640763304 0.00
15.7441 0.15138 0.64076
Residual 104 8 6 3

80
 15.7773
Total 105 3

The results gathered from Table 3.2 show that

regardless of how many female members present in the family

does not have a significant relationship with how a person

sees women’s empowerment. It states that the number of

female members in the family does not affect how a person

perceives women’s empowerment.

In addition, according to recent conventional wisdom,

to get families to do the right thing, you need to put women

in charge (Matthias Doepke & Michele Tertilt, 2017)). When a

woman is in charge of the family, it just shows that they

trust the capabilities of women. Economic development starts

within the family and their decisions especially the

decisions made by the parents, such as how many children

they should have and how they should divide the money for

the education of their children. According to Thomas (1990),

Hoddinott and Haddad (1995), Lundberg et al. (1997)

Attanasio and Lechene (2002), Increases in women’s income

appear to benefit children more than increases in men’s

income. In families where the income of women is higher, a

larger fraction of their income is spent on their children’s

81
needs and wants. Other studies also show that households

with a higher female income spend less on cigarettes and

alcohol. Handling the responsibilities into the hands of

women is very promising since they will surely do a great

job in making sure that the money is spent wisely. In this

way, women will be seen as strong, independent, and with

good thinking skills. People in the family will most likely

perceive a woman as someone powerful and capable of a lot of

things.

Table 3.3 displays the significant relationship between the

demographic profile of the respondents in terms of family

income and their perception of women’s empowerment with a p-

value that is less than 0.05, which allows the researchers

to reject the null hypothesis, therefore significant.

Table 3.3 Significant relationship between the demographic

profile of the respondents in terms of family income and

their perception of women’s empowerment

ANOVA
Significanc
df SS MS F eF P-value
Regressio 1 0.04801 0.04801 0.317436 0.574365 0.00

82
n
Residual 104 15.72932 0.151244 0.574365
Total 105 15.77733

According to Table 3.3, the outcome of this descriptive

table shows that the respondents’ monthly family income does

not have any correlation to how they perceive women’s

empowerment. Meaning, that financial stability—having an

impact on access to resources such as educational materials,

extracurricular activities, tutoring services, etc. does not

affect how the male students infer women’s empowerment.

The study by Katrina K. [Link]. (2020), imparts that

when individuals feel disadvantaged relative to others, both

men and women are more likely to boost or help women's

participation in the economy. However, this support does not

always translate into improved empowerment for women in

households. Women tend to seek more decision-making

authority in the household when they feel economically

deprived, whereas men's attitudes towards women's roles in

decision-making remain unchanged. This implies that while

economic insecurity may drive support for women's economic

participation, it does not always result in broader shifts

in gender dynamics within households.

83
Table 3.4 Significant relationship between the demographic

profile of the respondents in terms of grade level and their

perception of women’s empowerment

ANOVA
Significance
df SS MS F F P-value
Regressio 0.14620602
n 1 0.31859 0.31859 2.14333966 1 0.00
15.4587 0.14864 0.14620602
Residual 104 5 2 1
15.7773
Total 105 3

Table 3.4 presents the significant relationship between

the demographic profile of the respondents in terms of grade

level and their perception of women’s empowerment with a p-

value of 0.00 which is less than 0.05, allowing the

researchers to reject the hypothesis, therefore significant.

The results attained from Table 3.4, show the

regression analysis of the grade levels of each male student

who responded to the survey. This study hypothesized that

grade level could significantly influence a student’s

perception due to their comprehension capabilities, social

interactions, academic experiences, etc. However, the table

above differed from this hypothesis, which shows that grade

level does not have any relationship to how male students

perceive women’s empowerment. Leading the researchers to

conclude that the learning environment of the students does

84
not shape how they perceive and think about women’s

empowerment.

However, the study of Marissa G. and Emilyn C. (2023)

indicates that while there is moderate awareness of gender

laws among high school students, there are still perceived

differences in behavior between genders in the classroom.

Additionally, there's a perception of favoritism towards

boys by teachers, indicating potential biases. However,

there's recognition that academic subjects should be gender-

neutral. Despite this, there's still a need to address

instances of gender discrimination experienced by students

within the classroom setting. Overall, the findings suggest

a mixed picture in terms of gender equality awareness and

attitudes among the students.

Table 3.5 below demonstrates a significant correlation

between the respondents' demographic profile in terms of

religion and their impression of women's empowerment, with a

p-value of less than 0.05, allowing the researchers to

reject the hypothesis, indicating significance.

The results obtained from Table 3.5, show that religion

—whether it may be Roman Catholic, Born Again, or any

particular religion does not have a significant relationship

85
with how one views women’s empowerment. It means that

religion does not affect how a person sees or perceives

women’s empowerment.

Table 3.5 Significant relationship between the demographic

profile of the respondents in terms of religion and their

perception of women’s empowerment

ANOVA
Significance
df SS MS F F P-value
Regressio 0.01907 0.01907 0.12586 0.72347946
n 1 1 1 3 6 0.00
15.7582 0.15152 0.72347
Residual 104 6 2 9
15.7773
Total 105 3

Furthermore, the study of Mohammad Yaqub Sharif et. al.

(2023) affirms that religion and women’s economic

empowerment hold no conflict with each other. They bombarded

certain scenarios such as men receiving a larger share while

women receiving inheritance differently. At the end of their

research, they concluded that religion especially Islam, has

placed women on higher positions of respect and dignity.

Therefore, it supports the tabular presentation presented

above.

However, Marianne Campbell et al. (2019) contradicted

that the average stated degree of transphobic sentiment is

86
higher among those who identify as religious or belonging to

a religion than among nonreligious people. This review of

related literature explores the relationship between

religion and trans prejudice wherein it presents consistent

evidence that this relationship is much stronger for

religious participants who are straight, female, and who

live in the United States. In addition, the researchers in

this study recommended exploring these factors further—

hoping that if religious-specific trans prejudice decreases,

there will also be a related decrease in prejudiced areas

and continued improvements in policy and laws in society

especially regarding gender issues.

CHAPTER 5

SUMMARY OF FINDINGS

87
 The study of the perception of male students on women’s

empowerment occurred at the University of Eastern

Philippines Laboratory High School, University Town,

Northern Samar, Philippines where a quantitative method was

employed during the process of the research, out of 145

total population of male students, 106 of them were involved

as the respondents of the study. The data were collected

through a survey questionnaire, then these data were

tallied, computed, and analyzed. The objectives of the study

were: (1) to determine the demographic profile of the male

respondents (2) to classify the perception of male students

on women’s empowerment and (3) to assess the significant

relationship between the demographic profile of the

respondents and their perception on women’s empowerment.

According to the computations, 51.89% of the

respondents have several 3-5 male members inside the family

meanwhile the lowest percentage was 7.55% of the number of

respondents with some 6 and above male members in the

family. As for the number of female members in the family,

the highest percentage was 61.81% wherein 0-2 female members

in the family as the majority among the respondents while 6

and above as the lowest percentage. The majority of the

respondents have a monthly family income ranging up to

88
40,001- 50,000, and most of the respondents are grade 7

students with a percentage of 33.96%--being considered as

the highest percentage among all the male students who

responded. Lastly, the locale consists mainly of Roman

Catholic male students having a percentage of 84.91%.

The response with the highest mean of 3.0 is women have

more power than men while the lowest with a mean of 1.89 is

women are capable of handling chores and taking care of

children. Furthermore, through computation and analysis, it

resulted that the demographic profile of the respondents

does not correlate to how they perceive women’s empowerment.

CONCLUSION

Based on the general findings of this study the

following conclusions were drawn.

The majority of the respondents have a moderate number

of male members in the family while the remaining percent of

the respondents have a lot of male members in the family. As

for the number of female members in the family, the highest

percentage of respondents have little to no female members

in the family, while the lowest percentage of respondents

have a lot of female members in the family. The majority of

the respondents have a high family income, and most of the

89
respondents are juniors. Lastly, the majority of the

respondents are Roman Catholic.

The response that ranked the highest is women have more

power than men while the response that ranked the lowest is

women are capable of handling chores and taking care of

children. It indicates that the response that the

respondents strongly agree on which ranked the highest is

women have more power than men while the response that the

respondents strongly disagree on which ranked the lowest is

women are capable of handling chores and taking care of

children. Based on our findings, there is no significant

relationship between the demographic profile of the

respondents and their perception of women’s empowerment.

RECOMMENDATION

Based on the conclusion, hereunder are the

recommendations that were drawn.

1. The researchers recommend that future researchers

study other factors that could affect one’s perception

of women’s empowerment and also seek an investigation

90
not only of male students but also of other

individuals.

2. To the curriculum planners, school administrators,

and teachers, should incorporate in their lessons

gender roles, and gender equality in their students and

also initiate programs about gender awareness among all

students.

3. The parents should establish gender discrimination-

free parenting styles for their children and also for

the future generation to be able to envision a society

that promotes inclusivity among individuals regardless

of their sex.

4. The Local Government should provide support to all

institution that promotes women’s empowerment,

especially through financial support like donations.

5. Students especially men should be participative or

active in engaging in programs, seminars, or any

activities that are related to promoting women’s

empowerment and gender equality.

6. Developing educational programs for men that focus

on women's empowerment and fairness in the home could

be a successful strategy for enhancing decision-making

within families and decreasing violence against women.

Additionally, promoting women's rights and empowerment

91
is crucial for advancing gender equality, especially in

cultures where male-dominated laws and regulations

continue to exist.

7. Concerning male learners, universities and

educational establishments are vital in fostering

gender equality and challenging conventional gender

stereotypes. By increasing consciousness around gender

equality opportunities and inspiring female learners to

take part, a climate of fairness and esteem for all

students can be cultivated.

8. Engaging in conversations and running campaigns to

promote awareness about gender equality can help

maintain progress and counteract stereotypes and

attitudes related to gender.

9. In the field of education, studies indicate that

men's attitudes toward women's empowerment may be

shaped by their educational backgrounds and the chances

they have had to further their education.

10. Influential educators can inspire girls to explore

the realm of science and consider science-based

professions. Although it's common for females to

receive ample support and encouragement, males might

not experience the same degree of attention. By

challenging and transforming these ingrained gender

92
 biases and teaching strategies, educators can create a

more inclusive environment that motivates girls to

pursue science education and careers.

11. To address power dynamics, societal expectations,

and interpersonal connections, initiatives should focus

on the interactions between individuals of different

genders, considering power dynamics, cultural norms,

and the health of partner relationships. It is crucial

to showcase instances of constructive masculinity to

promote gender parity effectively.

Bibliography

Ali Jagne (2023). Women Empowerment by Men-Beliefs and

Practices

[Link]
men-beliefs-and-practices

93
African Journal of food, agriculture, nutrition, and
development (2023). Local meanings and perceptions of
women’s empowerment: qualitative evidence from female and
male farmers in rural Ghana.
[Link]
fbclid=IwAR00gLyT9NnnWfnjxKQ_fUomC24-
A_rgXtkOfkFz5JO32jAHjeWgyKHhdk4

Bell, Kenton, ed. 2014. “Domestic labor.” In Open Education

Sociology Dictionary. Retrieved November 25, 2023
([Link]

Broto, A. (2006). Statistics Made Simple, Second Edition.

National Book Store.

Chris Sclafani, Dennis Wickes (2017). The Impact of Gender

and Reading Level on: Student Perception, Academic Practice,
and Student Enjoyment

[Link]

Clive Emsley, Tim Hitchcock and Robert Shoemaker (20 October

2023) “Historical Background – Gender in the
Proceedings”, Old Bailey Proceedings Online
[Link]

Cotter, D. A., Hermsen, J. M., Ovadia, S., & Vanneman, R.

(2001). The glass ceiling effect. Social Forces, 80(2), 655–
682. [Link]

Emily Aleson [Link]. (2021). Evidence Review on the Role of

Male Engagement in Women’s Economic Empowerment (WEE)
Programs

[Link]
role-male-engagement-womens-economic-empowerment-programs

Hood R. (2023). The Number of women hired into leadership is

increasing, but less than 1% a year. The number of women

94
hired into leadership is increasing, but by less than 1% a
year ([Link])

Hudson, W. (1960). Pictorial depth perception in sub-

cultural groups in Africa. The Journal of Social Psychology,
52, 183–208. [Link]

International Labour Organization (2022, February) The

gender gap in employment: What’s holding women back?
[Link]

Katrina Kosec, Cecilia Hyunjung Mo, Emily Schmidt, & Jie

Song (2021). Perceptions of relative deprivation and women’s
empowerment. [Link]

Kathrin Thomas & Issabella Kasselstrand (2022). Public

perceptions of women empowerment in the Middle East and
North Africa.

[Link]
fpos.2022.984310/full?
fbclid=IwAR1D1qdRBBPRBXZDOQIaPat_9DeADxjccwyEdjsBhH9zomhUHwA
3o_lSEFA

Lydia D. ang Vighnarajah S. (2021). Role of English Language

as a Literacy Tool in Shaping the Perception of Women’s
Empowerment.

[Link]
6784?fbclid=IwAR2m1Cz5-uKD5jkYm18nbkQJ_iWDdi9A0x1-yQrvdL7E-
umv5e48J25how0

Marianne C., Jordan H., & Joel A. (2019). A systematic

review of the relationship between religion and attitudes
toward transgender and gender-variant people.

[Link]
331209751_A_systematic_review_of_the_relationship_between_re
ligion_and_attitudes_toward_transgender_and_gender-
variant_people

Matthias Doepke, Michéle Tertilt (2017). Women's empowerment

and development: The family connection

95
[Link]
empowerment-and-development-family-connection

Marissa Generale, Cubing Emilyn (2023). Gender Awareness:

Classroom Experiences of Senior High School Students

[Link]
373110730_Gender_Awareness_Classroom_Experiences_of_Senior_H
igh_School_Students

Mohammad Yaqub Sharif [Link]. (2023). Women's Economic

Empowerment and Inheritance Rights across Major Global
Religions: A Comparative Exploration

[Link]
%20economic%20empowerment%20and%20inheritance%20rights
%20across%20major%20global%[Link]

Rebecca L. & Wendy R. (n.d.) Gender Roles and Gender

Stereotypes

[Link]
Early_Childhood_Education/
Child_Family_and_Community_(Laff_and_Ruiz)/
04%253A_How_Does_Gender_Influence_Children_Families_and_Comm
unities/4.02%253A_Gender_Roles_and_Gender_Stereotypes

Rebecca Stewart [Link] (2021). Gendered Stereotypes and

Norms: A Systematic Review of interventions designed to
shift attitudes and behavior

[Link]

Sayeed Naqibullah Orfan, Safeerullah Samady (2023).

Student's perceptions of gender equality: A case of a
conflict-stricken country

[Link]
371744267_Students'_perceptions_of_gender_equality_A_case_st
udy_of_a_conflict-stricken_country

Yeganeh Aghazamani, Deborah Kerstetter, & Pete Allison

(2020). Women’s perceptions of empowerment in Ramsar, a
tourism destination in northern Iran.
[Link]

96
97