Research in Social Sciences

An Experimental Assessment of Gender Equality Lessons for Japanese 4th Graders

Shin AKITA — 2025-04-11

This study aimed to evaluate the effects of a gender equity lesson in a Japanese elementary school. Seventy-three fourth graders (34 boys and 39 girls, aged 9–10) from three elementary schools in Aomori Prefecture, Japan, participated in an 80-minute gender equity lesson focused on occupational gender stereotypes. The lesson's effects were assessed using a pre- and post-test experimental design with two measurement tools: an implicit association test and a questionnaire survey. The results indicated a statistically significant reduction in gender-occupation bias after the lesson. However, implicit attitudes toward men and women remained stable, with no significant changes observed. These findings highlight the challenges of promoting gender equity initiatives in Japan and suggest potential limitations of implicit assessment tools for younger children. This study represents a unique attempt to examine the effects of a gender equity lesson for elementary school children by employing both implicit and explicit assessment procedures.

Inclusive Education in Philippine Secondary Schools: Teachers' Readiness and Competencies Study

Michael John Sabanal — 2025-04-11

This study investigated the relationship between the demographic profile of secondary school teachers and their readiness to implement inclusive education, focusing on knowledge, skills, attitudes, and practices. The objectives were to assess how variables such as age, gender, educational attainment, field of specialization, length of service, and professional development opportunities correlated with teachers' readiness for inclusive education. The research questions centered on identifying significant relationships between these demographic factors and various dimensions of readiness. A descriptive-correlational research design was employed, involving a sample of 30 randomly selected teacher-respondents from a public secondary school in the Philippines. Data were collected using a survey questionnaire that measured teachers' knowledge, skills, attitudes, and practices related to inclusive education. The study found that educational attainment and relevant training had significant positive correlations with teachers' knowledge and skills in inclusive education. Conversely, age, gender, and length of service showed weak or no significant correlations. These findings implied that enhancing teachers' qualifications and providing professional development are crucial for improving inclusive education practices. The study's findings strongly recommended prioritizing advanced training programs, aligning evaluations with inclusive education competencies, and conducting further research on intrinsic motivational factors.

Mathematics Proficiency and Student Attitudes: A Comparative Examination of First-Year Students in A Higher Education Institution

Rachel Lacio — 2025-04-11

This study aimed to assess first-year students' mathematics proficiency and attitudes at La Consolacion College, Liloan, Cebu, Inc., during the academic year 2024-2025 as a basis for an action plan. Specifically, it examined students’ confidence, motivation, value, and enjoyment in mathematics and proficiency levels. Employing a descriptive-comparative research design, the study involved 62 respondents across three academic programs. Data were gathered using a Mathematics Proficiency Test and a Survey Questionnaire on Attitudes Toward Learning Mathematics. Statistical tools such as frequency count, percentage, weighted mean, and one-way analysis of variance (ANOVA) were utilized to analyze the data. The findings revealed that most students were at the 'Developing' proficiency level (38.71%), with only 3.23% reaching the 'Advanced' level. Attitudes toward mathematics were predominantly neutral for confidence, motivation, and enjoyment, while value was rated positively. No significant differences in attitudes or proficiency were observed across programs. The hypothesis tests confirmed that neither attitudes nor proficiency varied significantly when grouped by academic program. The study concluded that low proficiency levels and neutral attitudes toward mathematics highlight the need for targeted interventions. Recommendations include implementing tutoring programs, workshops, and mentorship to improve proficiency, fostering positive attitudes through interactive learning strategies, and enhancing resource accessibility. Regular assessments and curriculum adjustments are also proposed to ensure sustained progress. This research underscores the importance of a supportive learning environment and tailored educational strategies to improve mathematics proficiency and engagement.

Enhancing Organizational Resilience through Strengthening Knowledge Management, Adversity Intelligence and Work Motivation

Andi Hermawan — 2025-04-16

Organizational resilience is a process carried out by organizational leaders in overcoming difficult situations by issuing appropriate policies and mobilizing all components of the organization and reformulating concrete positive steps in a short time so that the organization does not experience shocks and the organization's operational activities can run as they should. Educational institutions managed by the community as educational organizations face extraordinary challenges in the competition to survive and the slow pace of development due to educational policies. Therefore, research is needed to obtain information on variables related to increasing organizational resilience. This study aims to find strategies, methods and optimal solutions to increase organizational resilience through knowledge management, adversity intelligence and work motivation. This study uses a survey method with path analysis and the SITOREM method to analyze key indicators. Using smart PLS analysis to obtain the magnitude of the influence between the variables of knowledge management, adversity intelligence and work motivation on organizational resilience. Using SITOREM analysis, an optimal solution is obtained for increasing organizational resilience. This study provides recommendations for increasing organizational resilience that can be used as a reference for strategic decision making for school principals, the Education Office and the Ministry of Education.

Am I my Brother’s Keeper? Interviews with Individuals who have Siblings with Disabilities

Sunaina Shenoy — 2025-04-17

Research on the impact of having a sibling with a disability has been contradictory in that some studies have cited positive lived experiences, while others have cited a negative impact on health and emotional well-being. This study explores the impact of having a sibling with a disability on typically developing adults. We explore this issue through several psychological constructs, including identity, attachment, family dynamics, responsibilities towards siblings, etc. We used grounded theory as a framework to conduct semi-structured interviews with ten individuals who had siblings with disabilities. Recorded interviews were transcribed and analyzed. The participants reported varied experiences regarding parent-sibling dynamics, the concept of disability, cultural aspects, current relationships with their siblings, employment, and relating to others in society. Implications for research and practice in counselor education and special education will be discussed.