Project GILAS (Gender-Inclusive Learning Activity Sheets) v2.0 for LGBTQ+ Senior High School Students: Input for a Teacher’s Guide in Social Science

Abstract

Despite the Philippines' strides in gender equality, LGBTQ+ community members and academia still face persistent discrimination. This study employed a true experimental quantitative design to comprehensively assess the impact of Project GILAS (Gender-Inclusive Learning Activity Sheets) on the perceptions of 22 LGBTQ+ senior high school (SHS) students regarding the accommodation of their gender preferences in Social Science at a public high school in Bataan, Philippines, during the School Year 2024-2025. The research specifically explored the pre- and post-exposure perception levels of LGBTQ students concerning the accommodation of their gender preferences, the statistical significance of the change in these perceptions, and the development of a teacher's guide for the effective use of learning activity sheets (LAS). Data were gathered using pre- and post-assessments, with results analyzed through mean, standard deviation, and t-test. The findings indicated that prior to exposure to LAS, LGBTQ+ students held generally negative perceptions about the accommodation of their gender preferences. However, post-exposure, their perceptions significantly improved, demonstrating the effectiveness of the LAS. Furthermore, the study culminated in the creation of a teacher's guide aimed at fostering an inclusive and supportive learning environment in Social Science, emphasizing the importance of respecting the well-being and success of all students, particularly those identifying as LGBTQ+. Also, the findings contribute to United Nations SDG 5 by demonstrating the positive impact of gender-inclusive learning materials and providing educators with practical strategies to promote LGBTQ inclusion in schools.