Investigating Gender Disparities in Student Engagement and Academic Achievement: A Case Study of Public Elementary Schools in Tawi-Tawi

• In Event: Enhancing Student Success in Tawi-Tawi: Community Collaboration, Social-Emotional Learning, and Gender Equity in Education

Proposal

Introduction
The Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) is working towards improving education for all its students. Understanding how boys and girls perform differently in school is crucial for promoting equal opportunities and addressing disparities. Tawi-Tawi, a province in BARMM, faces unique challenges in education, including limited resources and unequal access. Sapa-Sapa Municipality presents a specific context where cultural, socio-economic, and educational factors intersect to influence student outcomes. This study aims to explore the variation between boys and girls who engage with their studies and perform academically in Public Elementary Schools in Sapa-Sapa Municipality. By identifying the factors, the study can inform policies and practices that promote gender equality and improve student outcomes, ultimately supporting BARMM's goal of providing quality education for all. Specifically, it seeks to answer the following questions:
1. How do the teachers perceive and experience the impact of gender on student engagement and academic achievement in Public Elementary Schools in Sapa-Sapa Municipality?
2. What strategies can be implemented by teachers and school administrators to promote gender equality and reduce disparities in student engagement and academic achievement in these schools?

Literature Review
Teachers often hold stereotypical beliefs about gender-specific abilities. For instance, male students are perceived to excel in science and abstract reasoning, while female students are seen as better in linguistic expression and literature (Lili, 2009) (Berekashvili, 2012). This bias can lead to different academic expectations, with teachers expecting higher performance from boys in science and from girls in humanities. Male teachers tend to have lower expectations for students' reading achievements, regardless of the student's gender, which negatively impacts students' reading performance (Watson et al., 2019). For example, male teachers may communicate more frequently with female students, often in a manner that reinforces traditional gender roles (Organista et al., 2024). This can include making comments about physical appearance or romantic relationships, which can perpetuate gender stereotypes. Teachers tend to distribute their attention unequally, often underestimating girls' skills and talents despite their better school results. This leads to lower expectations and encouragement for girls, particularly in subjects like sports and natural sciences (Berekashvili, 2012). Female students benefit from having female teachers, particularly in subjects like math, where they report better interactions, higher self-perceived ability, and improved academic performance (Xu & Li, 2018). Conversely, boys' academic performance and self-perception are less influenced by the gender of their teacher. Traditional gender role attitudes in students are associated with more disruptive behavior, particularly in boys. Encouraging gender-neutral attitudes can help reduce such behaviors (Houtte, 2023).
Teachers perceive that societal expectations around gender significantly impact students' motivation and participation in academic activities. These expectations manifest through various mechanisms, including gender stereotypes, cultural norms, and teacher biases, which collectively shape students' academic engagement and choices. Boys often adopt social demonstration goals and performance-approach and avoidance goals, leading to greater self-handicapping behaviors compared to girls (Yu & McLellan, 2019). Exposure to more female peers increases students' educational and occupational expectations, encouraging both boys and girls to pursue higher education and male-dominated careers (Luo & Yang, 2023). This indicates that positive gender peer effects can counteract societal stereotypes and boost academic motivation.
Teachers observe several differences in the learning styles, behaviors, and preferences of male and female students. These differences can be categorized into learning styles, classroom behaviors, and academic preferences. Female students are generally more engaged and participate more in classroom activities, especially in environments that use diverse teaching strategies (Ballen et al., 2019). However, male students tend to overrate their abilities and attribute their successes to innate ability, while female students often underrate their abilities and attribute successes to external factors like effort or support (Irvin, 2017).
Implementing gender budgeting can help align policies, plans, and financial decisions with gender equality commitments. This approach prioritizes actions that advance equality, social justice, and equity within educational systems and broader society (Steinþórsdóttir & Barkardóttir, 2024). Legislative and institutional affirmative action policies, including quotas, can increase accessibility and participation of historically disadvantaged groups, including women, in education. However, these policies must be carefully designed to avoid potential negative consequences and should be tailored to the specific context of the institution (Gröschl & Takagi, 2016). Developing and implementing a gender-sensitive curriculum can help address gender inequalities. This includes ensuring that teaching materials and classroom practices do not favor one gender over another and actively promote gender equality (Wadesango et al., 2011) (González Pérez, 2018). Encouraging and supporting women in leadership positions within schools can help promote gender equality. This includes providing specific support structures for women and ensuring that women have equal opportunities for career progression (Ojwala et al., 2024). Training and empowering school administrators, such as deans and department chairs, to foster a welcoming and inclusive culture is vital. Administrators play a key role in shaping departmental culture and ensuring that gender equality policies are effectively implemented (Bystydzienski et al., 2017).

Methodology
This qualitative case study will be conducted in public elementary schools in Sapa-Sapa Municipality, Tawi-Tawi, BARMM, to investigate gender disparities in student engagement and academic achievement. The participants will include all elementary school teachers and school administrators, with five participants each, selected through purposive sampling. Data will be collected through in-depth interviews and focus group discussions and analyzed using thematic analysis to identify patterns and themes in the data, providing a nuanced understanding of the complex factors contributing to gender disparities in this specific context.

Findings
The research findings from the investigation into gender disparities in student engagement and academic achievement in public elementary schools in Sapa-Sapa Municipality will offer actionable insights for the MBHTE-BARMM and school SDO-Tawi-Tawi. By addressing the identified gender-specific challenges and tailoring interventions, this initiative seeks to promote equitable educational outcomes, enhance student engagement, and improve overall academic performance for all students, regardless of gender. The results will inform evidence-based strategies to foster a more inclusive and supportive learning environment. Gender-responsive strategies and interventions can empower these learners to thrive alongside their peers.

Authors

• Radzmal Soriano Abbani, Mindanao State University-Tawi-Tawi College of Technology and Oceanography

• Nilo Jayoma Castulo, Mindanao State University TCTO

• Jocelyn Agraviador Pajiji, Mindanao State University Tawi-Tawi College of Technology and Oceanography

• Alhisan Jemsy, Mindanao State University Tawi-Tawi College of Technology and Oceanography