Gender-Responsive Material for Senior High School Oral Communication

The main purpose of this study was to determine the efficacy of gender-responsive material for Oral communication as a pedagogical tool to improve the performance level of communication of the grade 11 students at Tingub National High School of Tingub, Mandaue City, Cebu, Philippines during the school year 2019-2020. It endeavored to assist Oral Communication teachers to assess the existing available DepEd-mandated materials and find more unique and innovative ways to sustain and retain students’ interest in improved oral communication skills. It utilized a descriptive-normative design wherein the selected Grade 11 students having Oral Communication subject were able to answer the researcher-made questionnaires in the form of FGD and by drawing out their perceptions of the acceptability of the gender-responsive material after it was implemented and administered to evaluate their conversational skills. The findings demonstrate the following: sub-problem # 1 shows a Very Satisfactory performance level on the three learning competencies; sub-problem # 2 reveals the respondents’ lived experiences and their perceptions toward the material; sub-problem # 3 displays the respondents’ perceived level of acceptability in terms of content, comprehensibility, user-friendliness & functionality which have a High Acceptability level and sub-problem # 4 illustrates that the acceptability level of materials does not have a significant relationship with their performance level in the three identified competencies, however, it still shows a favorable result. Hence, gender-responsive learning materials in Oral Communication are beneficial in improving their speaking competencies because of their high level of acceptance despite the material’s novelty and uniqueness.