Sex Disaggregated Data (SDD) Analysis: Unveiling Educational Journeys of BSBA Marketing Management Graduates

Jeffrey T. De Vera
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Jeffrey T. De Vera: College of Business, Economics and Accountancy, Mariano Marcos State University, City of Batac, Ilocos Norte, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 3149-3159

Abstract: This study determines the differences in profile and academic experiences of BSBA Marketing Management from Mariano Marcos State University (MMSU) from SY 2013-2014 to SY 2017-2018 using Sex Disaggregated Data (SDD) analysis and a descriptive research design. The data for 208 graduates was collected through an online survey. The study shows gender differences in various aspects, including civil status, region of origin, residence, honors, scholarships, and motivations for pursuing the degree. Male graduates were mainly single and residing in the city, while female graduates demonstrated greater geographic diversity and higher incidences of marital and parental responsibilities. Educational experiences highlighted that female graduates were more likely to receive academic honors (e.g., cum laude) and scholarships, whereas male graduates excelled in extracurricular activities. Motivations for degree pursuit also varied, with peer influence being more significant for males and familial influence being more critical for females. The findings suggest several strategies to address gender disparities in the BSBA Marketing Management program. These strategies include advanced scholarship programs, support services for female students, promotion of extracurricular activities among female students, career guidance and job networking, and flexible and accessible course offerings. The goal is to create a more equitable educational environment, ensuring equal opportunities and support for both male and female students. This study contributes to the existing research about gender equality in education by emphasizing the need for strategies to support diverse student needs and an inclusive academic environment.

Date: 2024
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