Integration of Gender Responsive Pedagogy in Teaching and Learning: Lessons From Selected Ghanaian Senior High Schools in the Sunyani Municipality
Abstract
This study aimed to examine the integration of gender-responsive pedagogy in teaching and learning and its impact on promoting gender equality and reducing gender-based violence in selected senior high schools in the Sunyani Municipality of Ghana. The study adopted a quantitative research design, and data were collected from 36 teachers and 30 students, making a total of 66 research participants. The objectives of the study were to (1) assess the level of integration of gender-responsive pedagogy in teaching and learning, (2) examine the impact of gender-responsive pedagogy on promoting gender equality and reducing gender-based violence, (3) identify the challenges faced in the integration of gender-responsive pedagogy, and (4) provide recommendations to improve the integration of gender-responsive pedagogy in teaching and learning. The results of the study showed that there is a moderate level of integration of gender-responsive pedagogy in teaching and learning in the selected senior high schools. The study also found that gender-responsive pedagogy contributes significantly to promoting gender equality and reducing gender-based violence in schools. However, the study identified several challenges to the effective integration of gender-responsive pedagogy, including inadequate teacher training and resources, limited support from school management, and negative attitudes towards gender equality. Based on the findings of the study, several recommendations were provided to improve the integration of gender-responsive pedagogy in teaching and learning. These recommendations include the need for teacher training on gender-responsive pedagogy, the provision of adequate resources, the creation of a supportive school environment, and the promotion of positive attitudes towards gender equality. In conclusion, the study highlighted the importance of integrating gender-responsive pedagogy in teaching and learning to promote gender equality and reduce gender-based violence in senior high schools. The findings of the study can serve as a basis for improving the integration of gender-responsive pedagogy in teaching and learning in other schools in Ghana and other countries with similar contexts.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education is a fundamental human right and a critical tool for achieving sustainable development. The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognizes education as a fundamental human right and a basic building block for achieving sustainable development. The Sustainable Development Goals (SDGs) adopted by the United Nations General Assembly in 2015 aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. However, achieving gender equality and equity in education remains a significant challenge in many parts of the world, including Ghana.
Gender inequality in education refers to disparities in access, participation, and achievement in education between males and females. In Ghana, gender inequality in education has been a persistent challenge, particularly at the secondary level. The Ghana Education Service (GES) reports that while there has been a significant increase in access to secondary education in recent years, girls’ enrollment and retention rates remain low compared to boys’. Gender-responsive pedagogy is an approach to teaching and learning that recognizes and addresses the different learning needs, experiences, and outcomes of boys and girls. It is a critical tool for promoting gender equality in education and empowering girls to achieve their full potential. Gender-responsive pedagogy can be applied in different ways, including through the curriculum, teaching methods, classroom management, and teacher training(GES, 2021).
Despite the potential benefits of gender-responsive pedagogy, its integration into teaching and learning in Ghanaian senior high schools remains limited. There is a need to explore the barriers and enablers to the integration of gender-responsive pedagogy in Ghanaian senior high schools and to develop strategies for promoting its effective implementation.
Gender-responsive pedagogy (GRP) is an approach to teaching and learning that takes into account the gender differences and social-cultural context of learners, to create an inclusive and equitable learning environment. It involves incorporating gender-sensitive strategies in the curriculum, teaching methods, and learning materials to cater to the diverse learning needs of both male and female students. The integration of GRP in teaching and learning has been gaining traction in various countries as a means to promote gender equality in education.
The Sunyani Municipality is located in the Brong-Ahafo Region of Ghana. It has a population of approximately 248,496 people, with a male-female ratio of 1:1.1 (GSS, 2021). The Sunyani Municipality has a total of 37 senior high schools, both public and private, with a student population of about 50,000 (GES, 2021). The Sunyani Municipality is known for its high academic performance in the West African Senior School Certificate Examination (WASSCE). However, there is a need to assess the state of gender-responsive pedagogy integration in teaching and learning in the senior high schools in the Sunyani Municipality.
Statement of the Problem
The education sector in Ghana has been faced with a gender gap in terms of access, retention, and performance of students, particularly at the senior high school level. To address this issue, gender-responsive pedagogy has been proposed as a means of creating an inclusive learning environment that recognizes and addresses the diverse learning needs of both male and female students. However, the integration of gender-responsive pedagogy in teaching and learning has been slow in Ghana, particularly in the Sunyani Municipality. Therefore, the research problem is to investigate the integration of gender-responsive pedagogy in teaching and learning in selected senior high schools in the Sunyani Municipality and identify the challenges and successes of implementing gender-responsive pedagogy in the context of Ghanaian education
Objective of the Study
The main objective of this study is to investigate the Integration of gender-responsive pedagogy in teaching and learning: lessons from Selected Ghanaian senior high schools in the Sunyani Municipality. Specific objectives include to:
- Examine the current state of gender-responsive pedagogy integration in teaching and learning in selected senior high schools in the Sunyani Municipality of Ghana.
- investigate the perceptions of teachers and students towards gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality.
- identify the challenges faced by teachers in integrating gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality.
- Assess the impact of gender-responsive pedagogy on academic performance and retention rates of male and female students in senior high schools in the Sunyani Municipality.
- Propose recommendations for improving the integration of gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality of Ghana.
Research Questions
The following research questions are investigated in this study:
- What is the current state of gender-responsive pedagogy integration in teaching and learning in selected senior high schools in the Sunyani Municipality of Ghana?
- What are the perceptions of teachers and students towards gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality?
- What are the challenges faced by teachers in integrating gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality?
- What is the impact of gender-responsive pedagogy on academic performance and retention rates of male and female students in senior high schools in the Sunyani Municipality?
- What are the recommendations for improving the integration of gender-responsive pedagogy in teaching and learning in senior high schools in the Sunyani Municipality of Ghana?
Significance of the Study
By examining the implementation of gender-responsive pedagogy in senior high schools in the Sunyani Municipality, this study will help close the persistent gender gap in education in Ghana. It will give information on ways to make teaching and learning more egalitarian and inclusive for both male and female students. This study will shed light on how gender-responsive pedagogy affects male and female students’ academic performance and retention rates in senior high schools in the Sunyani Municipality. This would make it possible for educators and policymakers to create evidence-based plans for enhancing academic performance and retention rates, especially for female students. By highlighting the difficulties and advantages of using gender-responsive pedagogy in teaching and learning in Ghanaian senior high schools, the study will also help advance gender-responsive teaching methods. The results will serve as a foundation for creating methods that would effectively encourage gender-responsive pedagogy in Ghanaian schools. The study will serve as a foundation for subsequent investigations into gender-responsive teaching in Ghanaian classrooms. The conclusions will guide the creation of research questions and methodology for examining the application and impact of gender-responsive pedagogy in additional Ghanaian areas and other African nations. The study will provide insights that can be used to inform policy and practice in Ghana’s education sector. The findings will enable policymakers and educators to develop evidence-based policies and strategies for promoting gender-responsive pedagogy and enhancing the overall quality of teaching and learning in Ghanaian schools.
Scope of the Study
The scope of this study is to focus on the state of gender-responsive pedagogy integration in teaching and learning in selected senior high schools within the Sunyani Municipality of Ghana. The study will investigate the perceptions of teachers and students towards gender-responsive pedagogy, identify challenges faced by teachers in integrating this approach, assess the impact of gender-responsive pedagogy on academic performance and retention rates of male and female students, and propose recommendations for improving its integration in teaching and learning in senior high schools in the Sunyani Municipality.
Limitations of the Study
The findings of the study may not be generalizable to other regions of Ghana or other African countries. The study is limited to selected senior high schools in the Sunyani Municipality, and the findings may not apply to other regions with different socio-cultural and economic contexts. he sample size for the study may be limited, and the selected schools may not be representative of all senior high schools in the Sunyani Municipality. This may affect the generalizability of the findings. he study will rely on self-reported data from teachers and students, which may be subject to social desirability bias or other forms of bias. This may affect the validity and reliability of the data. The study may be limited by the availability of resources such as funding, time, and personnel. This may affect the scope and depth of the study and limit the ability to collect comprehensive data.
Definition of Terms
Integration: The process of combining or bringing together different elements to form a unified whole.
Gender: The social and cultural roles, behaviours, and expectations associated with being male or female.
Responsive Pedagogy: An approach to teaching and learning that is sensitive and responsive to the diverse needs and experiences of learners.
Teaching and Learning: The process of transferring knowledge, skills, and attitudes from a teacher or educator to a student or learner.
Senior High Schools: Educational institutions that provide secondary education to students in Ghana, typically for students between the ages of 15 and 18.
Sunyani Municipality: A local government area in the Bono Region of Ghana, which includes the city of Sunyani and its surrounding areas.
Lessons: Knowledge, skills, and attitudes acquired through teaching and learning activities in an educational setting.
Ghanaian: Relating to or characteristic of the people or culture of Ghana, a country in West Africa.
Structure of The Thesis
This thesis is divided into several chapters. Chapter one includes the Background to the study, a statement of the problem, the objective of the study, research questions, the significance of the study, the scope and limitations of the study, and the definition of terms. Chapter two, which is the literature review, includes conceptual, theoretical, and empirical reviews. Chapter three, the research methodology, comprises the research design, population of the study, sampling technique and sample size, method and source of data collection, instrumentation of the study, method of data analysis, validity and reliability of the study, and ethical considerations. In chapter four, data presentation, analysis, results, and findings are discussed. Chapter five summarizes the findings, and presents conclusions, recommendations, implications of findings, and suggestions for further studies.
REFERENCES
- Zahara, Y. (2021). The role of teacher training in promoting gender-responsive pedagogy in Moroccan primary schools. Journal of Education and Learning, 10(4), 362-372.
- Zalim, Z., & Dzulkifli, M. A. (2021). Teachers’ perceptions and challenges in implementing gender-responsive pedagogy in Malaysian schools. Malaysian Journal of Learning and Instruction, 18(1), 193-215.
- Zimba, E., & Ng’ambi, D. (2021). Gender-responsive pedagogy and its challenges in Zambian primary schools. Journal of Education and Practice, 12(15), 51-61.
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- Zulviani, A., Yuliana, I., & Ramdhani, M. A. (2021). Pre-service teachers’ perceptions towards gender-responsive pedagogy in Indonesia. Cakrawala Pendidikan, 40(1), 23-36
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