Assessment of Gender-Responsive Classroom Materials and their Effect on Students’ Academic Performance

Abstract

This study assessed gender-responsive classroom materials and their effect on students’ academic performance among Grade 6 learners in selected public elementary schools in Cabiao, Nueva Ecija, during School Year 2025–2026. A descriptive-quantitative research design was employed. The respondents were one hundred seventy-five (175) Grade 6 pupils from Sta. Rita Elementary School, Concepcion Elementary School, and San Vicente Elementary School. The participating schools were selected using a systematic sampling technique, while the respondents were chosen using simple random sampling. Data were gathered using a researcher-made questionnaire and students’ academic grades in Mathematics, Science, English, Filipino, and Araling Panlipunan. The data were analyzed using the Frequency and Percentage, Weighted mean, and Pearson's r correlation and were presented in tables with corresponding interpretations. Findings revealed that the students generally demonstrated high academic performance in the selected subjects. The respondents also agreed that gender-responsive classroom materials such as textbooks, storybooks, visual aids, and digital resources were present in their classrooms. Furthermore, the study found that some gender-responsive classroom materials had a significant relationship with students’ academic performance, while others showed no significant relationship in selected subject areas. Overall, the findings suggest that gender-responsive classroom materials contribute to creating an inclusive learning environment that supports students’ participation, engagement, and academic achievement. The study concludes that the integration of gender-responsive classroom materials promote fairness, equality, and inclusivity in the learning process and may positively influence students’ academic performance. The results further indicate that the effectiveness of these materials may vary across different subject areas and types of instructional resources. Based on the findings, recommendations were proposed for teachers, parents, and future researchers to further strengthen the development and utilization of gender-responsive classroom materials in elementary education.