Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation

Norjanah Umpara Derico; Wardah Dirampatun Guimba; Jerryk Comawas Alico

doi:doi:10.11648/j.ash.20190501.13

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Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation

Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico

Received: 17 December 2018 Accepted: 16 January 2019 Published: 9 February 2019

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Abstract

Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.

DOI	10.11648/j.ash.20190501.13
Published in	Advances in Sciences and Humanities (Volume 5, Issue 1, February 2019)
Page(s)	20-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Content Analysis, Science Textbook, Multicultural Reflection, Gender

References

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[2]	Banks, J. A., & Banks, M. B. (2001). Multicultural Education 4th Edition. USA: John Wiley & Sons, Inc.
[3]	Banks, J. A., & Banks, C. A. M. (Eds.). (2002). Handbook of research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.
[4]	Banks, J. & C. McGee Banks [eds]. (2010). Multicultural Education: Issues and Perspectives. USA United States.
[5]	Bennett, C. I. (2003). Comprehensive multicultural education: Theory and practice. Boston: Allyn and Bacon.
[6]	Brown, E. (2004). What precipitates change in cultural diversity awareness during a multicultural course: The message or the method? Journal of Teacher Education 55, 325–340.
[7]	Clark, L. V. (2010). Productive Dissonance: A Musical-Analytic Exploration of Teacher Educator Perceptions in a Multicultural Education Program. International journal of multicultural education, 1-15.
[8]	Cobern, W. W., & Loving, C. C. (2018). Defining "Science" in a Multicultural World: Implications for Science Education. John Wiley & Sons, Inc., 1-16.
[9]	Deauna, M. C. (1996). Elementary Statistics for Basic Education. Quezon City: Phoenix Publishing House, Inc.
[10]	Dejene, W. (2017). Assessing Ethiopia Primary SchoolSecond Cycle Social Studies Textbooks for Adequate Reflections of Multiculturalism. Journal of Education and Practice, 1-10.
[11]	Frazier, L. (1977). The multicultural facet of education. Journal of Research and Development in Education, 11 (1), 10-16.
[12]	Gaul, A. (2014). Where are the Minority? The elusiveness of Multiculturalism and Positive Recognition in /sri Lankan History Textbooks. Journal of Education Media, Memory, and Society, 1-20.
[13]	Gay, G. (2004). The Importance of Multicultural Education II. Educational Leadership, 1-8.
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[18]	K-12 Science Curriculum Guide. (2013). Retrieved October 15, 2018, from DepEd Tambayan: http://depedtambayan.ph.blogspot.com.
[19]	Khine, M. S. (2013). The analysis of Science Textbooks for Instructional Effectiveness. Research Gate, 1-8.
[20]	Palces, K. M., Abulencia, A. S., & Reyes, W. M. (2015). Predicting the Priorities of Multicultural Education in a Philippines Teacher Education Institution: An exploratory study. EDUCARE: International Journal for Educational Studies, 1-10.
[21]	Pang, V. O. (2001). Multicultural education: A caring-centered, reflective approach. New York: McGraw-Hill
[22]	Stoilescu, D. (2014). A Critical Multicultural Analysis of a Romanian Textbook Taught in Elementary International Language Programs. Acta Didactica Napocensia, 1-16.
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APA Style

Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico. (2019). Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Advances in Sciences and Humanities, 5(1), 20-26. https://doi.org/10.11648/j.ash.20190501.13

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ACS Style

Norjanah Umpara Derico; Wardah Dirampatun Guimba; Jerryk Comawas Alico. Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Adv. Sci. Humanit. 2019, 5(1), 20-26. doi: 10.11648/j.ash.20190501.13

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AMA Style

Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico. Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Adv Sci Humanit. 2019;5(1):20-26. doi: 10.11648/j.ash.20190501.13

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@article{10.11648/j.ash.20190501.13,
  author = {Norjanah Umpara Derico and Wardah Dirampatun Guimba and Jerryk Comawas Alico},
  title = {Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation},
  journal = {Advances in Sciences and Humanities},
  volume = {5},
  number = {1},
  pages = {20-26},
  doi = {10.11648/j.ash.20190501.13},
  url = {https://doi.org/10.11648/j.ash.20190501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20190501.13},
  abstract = {Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.},
 year = {2019}
}

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TY  - JOUR
T1  - Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation
AU  - Norjanah Umpara Derico
AU  - Wardah Dirampatun Guimba
AU  - Jerryk Comawas Alico
Y1  - 2019/02/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ash.20190501.13
DO  - 10.11648/j.ash.20190501.13
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20190501.13
AB  - Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.
VL  - 5
IS  - 1
ER  -

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Author Information

Norjanah Umpara Derico

Sultan Langco National High School, DepEd-ARMM, Division of Lanao del Sur II, Malabang, Philippines
Wardah Dirampatun Guimba

College of Education, Mindanao State University, Marawi City, Philippines
Jerryk Comawas Alico

Senior High School, Mindanao State University, Marawi City, Philippines

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APA Style

Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico. (2019). Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Advances in Sciences and Humanities, 5(1), 20-26. https://doi.org/10.11648/j.ash.20190501.13

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ACS Style

Norjanah Umpara Derico; Wardah Dirampatun Guimba; Jerryk Comawas Alico. Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Adv. Sci. Humanit. 2019, 5(1), 20-26. doi: 10.11648/j.ash.20190501.13

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AMA Style

Norjanah Umpara Derico, Wardah Dirampatun Guimba, Jerryk Comawas Alico. Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation. Adv Sci Humanit. 2019;5(1):20-26. doi: 10.11648/j.ash.20190501.13

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@article{10.11648/j.ash.20190501.13,
  author = {Norjanah Umpara Derico and Wardah Dirampatun Guimba and Jerryk Comawas Alico},
  title = {Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation},
  journal = {Advances in Sciences and Humanities},
  volume = {5},
  number = {1},
  pages = {20-26},
  doi = {10.11648/j.ash.20190501.13},
  url = {https://doi.org/10.11648/j.ash.20190501.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20190501.13},
  abstract = {Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.},
 year = {2019}
}

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TY  - JOUR
T1  - Science Learner’s Material for Grade 10: Examining Multicultural and Gender Representation
AU  - Norjanah Umpara Derico
AU  - Wardah Dirampatun Guimba
AU  - Jerryk Comawas Alico
Y1  - 2019/02/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ash.20190501.13
DO  - 10.11648/j.ash.20190501.13
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 20
EP  - 26
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20190501.13
AB  - Science textbooks are presumed to be indigenized, culturally sensitive, integrated with personal and ethical aspect of life and socially and environmentally aligned to the basic tenets of the k-12 basic education curriculum. This study is conducted to add to scanty literature on textbook analysis using Bennett's four core values of comprehensive multicultural curriculum in the Philippine context. These four core values are: (i) respect for human rights and human dignity, (ii) acceptance and appreciation and diversity, (iii) responsibility to the world community, and (iv) respect to the earth. Content analysis was employed in this study where both “manifest content” i.e. the visible, surface content and “latent content” or the underlying meaning of manifest content was examined. The researchers read and analyzed the content of the textbook based on the definition or set of words given then transcribed it on the checklist developed based on Bennett Conceptual model of comprehensive multiculturalism. After analyzing the data, the distribution and frequency of the core values were tallied, and calculated for its percentage and chi square test. Findings revealed that the Science Learner’s Material for Grade 10 elusively reflected multiculturalism in the textbook. However, portrayals of gender inequalities appeared in the textbook, males outnumbered the females. Teachers play major roles infusing and emphasizing multicultural elements in the teaching and learning process in the classroom. Textbooks developers need to pay more attention in incorporating multicultural elements in the Science textbooks and should promote gender equality representation in the textbook.
VL  - 5
IS  - 1
ER  -

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