Abstract
This study sought to develop gender sensitivity recommended policy action plans. Specifically, the gender sensitivity practices and challenges encountered of science pre-service teachers in selected Universities in Calabarzon Region IV- A were assessed in this research. A descriptive- evaluative method of research was employed to investigate the posed objectives in this study. Purposive and random sampling techniques were utilized in the selection of the respondents. Guided by the said sampling procedures, one hundred sixty -nine (169) pre-service teachers participated in the study. Data were collected through survey-questionnaire and computed using the weighted mean. Results indicated that gender sensitivity practices in terms of delivery of the subject matter, use of language, classroom management/activities, didactics strategies, learning materials and assessment and evaluation was observed always practiced. However, facilities, security, health, and other student services was observed moderately serious problems in the extent gender sensitivity practices of science pre-service teachers. Based on the results of this study, a gender sensitivity recommended policy action plans was developed to serve as a framework among Universities in Calabarzon Region IV- A in mainstreaming gender sensitivity on their curriculum, policies, programs, projects, and activities (PPAs), and other enabling mechanisms.
