The Pedagogical Approaches to Reading through a Gender and Development Lens

Pedagogical Approaches to Reading through a Gender and Development Lens

Abstract

This study examined the pedagogical approaches used in reading instruction at Manggitahan Elementary School through a Gender and Development (GAD) lens. Anchored on the Department of Education’s Gender-Responsive Basic Education Policy, the study aimed to identify how teachers integrate gender-responsive strategies in reading lessons, assess their awareness and application of GAD principles, and determine the influence of these practices on learners’ engagement and participation. A qualitative descriptive research design was employed, involving selected reading teachers directly engaged in classroom instruction. Data were gathered through semi-structured interviews, classroom observations, and document analysis of lesson plans and instructional materials to ensure triangulation and credibility of findings.

Thematic analysis revealed that teachers predominantly utilized learner-centered pedagogical strategies such as guided reading, shared reading, storytelling, and differentiated activities to address varied reading abilities. Gender-responsive practices were observed in equitable classroom interactions, inclusive language use, and balanced participation of male and female learners during reading activities. However, findings indicated that the integration of GAD principles in reading instruction was largely informal and not systematically reflected in instructional planning and assessment. Teachers demonstrated moderate awareness of GAD concepts but reported limited professional training on gender-responsive pedagogy.

The study further established that gender-responsive reading pedagogy positively influenced learners’ engagement, confidence, and participation. Despite these positive outcomes, a gap remained between policy awareness and consistent classroom implementation. The study concludes that targeted professional development and deliberate integration of GAD principles into reading pedagogy are necessary to strengthen inclusive literacy instruction aligned with DepEd policies.