Utilization of gender inclusive language in the development of language proficiency of Grade 10: basis for interdiciplinary-interventional instructional materials/ Arnie A. Ogaro, John Paul O. Echeverria, Maricon C. Francisco, Loida M. Medrano, & Cyrene G. Morales.

By: Contributor(s): Material type: TextPublication details: Parañaque City: Olivarez College, 2024.Subject(s): DDC classification:
  • T 370 2024 0090
Dissertation note: Undergraduate thesis. Summary: This quasi-experimental study, grounded in queer theory, investigates the impact of gender-inclusive language on the language proficiency development of Grade 10 students within an interdisciplinary classroom setting. The research aims to bridge linguistic gaps across various subjects using English as the medium of instruction. The methodology involves pretest and posttest examinations incorporating gender-inclusive language, followed by the implementation of tailored language activities based on pretest scores. Quantitative data, analyzed using a two-sample Z-test for means, revealed a significant improvement in the experimental group{92}s posttest performance (82.98% increase) compared to the control group (38.10% increase). Qualitative data, evaluated through thematic analysis of teacher observations, supported these findings. Results suggest that gender-inclusive language enhances students{92} language proficiency and learning outcomes by fostering an environment of respect, engagement, and belonging. The study culminates in the development of an interdisciplinary interventional instructional module, contributing to the growing body of knowledge on inclusive educational practices and their potential to enhance language acquisition and overall academic performance.
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Undergraduate thesis.

This quasi-experimental study, grounded in queer theory, investigates the impact of gender-inclusive language on the language proficiency development of Grade 10 students within an interdisciplinary classroom setting. The research aims to bridge linguistic gaps across various subjects using English as the medium of instruction. The methodology involves pretest and posttest examinations incorporating gender-inclusive language, followed by the implementation of tailored language activities based on pretest scores. Quantitative data, analyzed using a two-sample Z-test for means, revealed a significant improvement in the experimental group{92}s posttest performance (82.98% increase) compared to the control group (38.10% increase). Qualitative data, evaluated through thematic analysis of teacher observations, supported these findings. Results suggest that gender-inclusive language enhances students{92} language proficiency and learning outcomes by fostering an environment of respect, engagement, and belonging. The study culminates in the development of an interdisciplinary interventional instructional module, contributing to the growing body of knowledge on inclusive educational practices and their potential to enhance language acquisition and overall academic performance.

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