Integration of Gender Responsive Pedagogy in Teaching and Learning: Lessons From Selected Ghanaian Senior High Schools in the Sunyani Municipality
CHAPTER ONE
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.
CHAPTER TWO
REVIEW OF LITERATURE
Conceptual Framework
Gender-responsive pedagogy
Gender-responsive pedagogy (GRP) is an approach that seeks to create a gender-inclusive environment in teaching and learning (UNESCO, 2017). It is an approach that recognizes the diversity of learners and aims to meet the specific needs of both male and female learners (USAID, 2020). GRP goes beyond addressing issues of gender parity in access to education but addresses the quality of education that is provided, ensuring that both boys and girls receive an education that is appropriate to their gender and socio-cultural background (UNESCO, 2017). Gender-responsive pedagogy in teaching and learning includes several dimensions, including the curriculum, teaching and learning materials, classroom management, assessment, and teacher professional development (UNESCO, 2017).
Gender-responsive pedagogy integration is a critical aspect of teaching and learning in senior high schools in Ghana (Akyeampong et al., 2020). This is because it ensures that both male and female students receive equitable and quality education (UNESCO, 2017). Gender-responsive pedagogy integration has become increasingly important in recent years due to the growing recognition of gender disparities in education (USAID, 2020). Despite the efforts made by the government of Ghana to promote gender equality in education, there is still a significant gender gap in education in the country (Akyeampong et al., 2020). According to the Ghana Education Service (GES), the female enrollment rate in senior high schools is lower than that of males (GES, 2020). This paper aims to review the current state of gender-responsive pedagogy integration in teaching and learning in selected senior high schools in the Sunyani Municipality of Ghana.
Gender-responsive Pedagogy and Its Components
Gender-responsive pedagogy (GRP) is an approach that seeks to create a gender-inclusive environment in teaching and learning. It is an approach that recognizes the diversity of learners and aims to meet the specific needs of both male and female learners (WGEA, 2021). GRP goes beyond addressing issues of gender parity in access to education but addresses the quality of education that is provided, ensuring that both boys and girls receive an education that is appropriate to their gender and socio-cultural background (WGEA, 2021). Gender-responsive pedagogy in teaching and learning includes several dimensions, including the curriculum, teaching and learning materials, classroom management, assessment, and teacher professional development (UNESCO, 2017
n Ghana, gender-responsive pedagogy (GRP) has also been recognized as a critical strategy for promoting gender equality in education (GES, 2017). The Ghana Education Service (GES) has developed a policy framework for gender-responsive pedagogy, which emphasizes the importance of creating inclusive and safe learning environments, addressing gender-based violence and discrimination, and promoting gender-sensitive curriculum development and teacher training (GES, 2017). The GES framework for GRP also emphasizes the importance of community engagement and partnerships in promoting gender equality in education (GES, 2017).
Teacher training and support is also essential component of gender-responsive pedagogy (UNESCO, 2017; WGEA, 2021; DBE, 2020). Teachers may need training and support to effectively integrate gender analysis and gender-sensitive content into their teaching practices, as well as to promote gender equity and social justice in the classroom. This can involve providing ongoing professional development and support, as well as creating opportunities for teachers to collaborate and share resources and strategies (UNESCO, 2017; WGEA, 2021; DBE, 2020).
CHAPTER THREE
RESEARCH METHODOLOGY
Research Design
The research design refers to the overall plan or strategy used to conduct a research study and involves making decisions about the type of data to be collected, how it will be collected, and how it will be analyzed. It provides a roadmap for researchers to answer research questions and test hypotheses while ensuring that the study is rigorous, ethical, and valid (Kumar, 2021). Some common research designs include experimental, quasi-experimental, correlational, survey, case study, and ethnographic designs (Salkind, 2020).
Recent studies have emphasized the importance of selecting an appropriate research design that aligns with the research question and objectives. For instance, a study by Creswell & Creswell (2017) demonstrated that the choice of research design can affect the validity and reliability of the study findings. Similarly, a study by Kumar (2021) highlighted the importance of selecting a research design that is appropriate for the research question and data analysis methods. They suggest that the research design should be tailored to the specific needs and context of the study.
A descriptive quantitative research design is appropriate for this study as it allows for the collection of numerical data that can be used to describe the phenomenon being studied. In this case, the study aims to describe the integration of gender-responsive pedagogy in selected Ghanaian senior high schools in the Sunyani Municipality. A descriptive quantitative design will enable the researcher to collect data on various aspects of gender-responsive pedagogy, such as the extent to which it is being implemented, the challenges faced in implementation, and the impact on students’ learning outcomes(Salkind, 2020).
In conclusion, a descriptive quantitative research design is appropriate for this study as it will allow for the collection of numerical data that can be used to describe the implementation of gender-responsive pedagogy in selected Ghanaian senior high schools in the Sunyani Municipality. Recent studies have demonstrated the utility of this design in investigating the implementation of gender-responsive pedagogy in different contexts.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, DISCUSSION OF RESULTS AND FINDINGS
Data Presentation
Demographic and Socio-economic Distribution of Respondents
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
This thesis aimed to investigate the integration of gender-responsive pedagogy in senior high schools in the Sunyani Municipality of Ghana. The study found that the integration of gender-responsive pedagogy is critical for promoting gender equality and reducing gender-based violence and discrimination in senior high schools.
The findings suggest that involving students in the development and implementation of gender-responsive pedagogy is critical for ensuring that the needs and experiences of both male and female students are equally represented and addressed. Regularly assessing student needs and evaluating the effectiveness of gender-responsive pedagogical approaches is also important. Engaging with parents and communities to address cultural or social barriers was identified as a potential strategy for ensuring that gender-responsive pedagogy is effectively integrated into senior high schools in the Sunyani Municipality. Policymakers and government officials in the Sunyani Municipality can support the integration of gender-responsive pedagogy in senior high schools by providing resources and funding for professional development and by developing policies and guidelines to support gender-responsive pedagogical approaches. Providing incentives to prioritize gender-responsive teaching practices and partnering with community organizations and stakeholders to promote gender-responsive education was also identified as crucial.
Recommendations
Based on the findings of this study, several recommendations were made to promote the integration of gender-responsive pedagogy in senior high schools in the Sunyani Municipality of Ghana as follows:
- Teacher training: Schools should prioritize teacher training to enhance their knowledge and skills in gender-responsive pedagogy. This will help teachers effectively integrate gender-responsive pedagogy into their teaching practices, ultimately leading to improved learning outcomes for students.
- Curriculum review: The curriculum should be reviewed to ensure that it includes gender-sensitive content that promotes gender equality and addresses the root causes of gender-based violence and discrimination. The integration of gender-sensitive content in the curriculum will promote awareness and understanding of gender issues among students.
- Adequate resources: Schools should be provided with adequate resources to support the effective implementation of gender-responsive pedagogy. This includes resources such as teaching materials, textbooks, and ICT infrastructure.
- Partnerships and collaborations: Partnerships and collaborations between schools, government agencies, and civil society organizations should be strengthened to promote the effective implementation of gender-responsive pedagogy. This will also help in the mobilization of resources to support the implementation of gender-responsive pedagogy.
- Monitoring and evaluation: Schools should develop and implement monitoring and evaluation mechanisms to track progress in the implementation of gender-responsive pedagogy. This will enable schools to identify areas that require improvement and take corrective action.
Contribution to Knowledge
This thesis makes a significant contribution to knowledge by providing empirical evidence on the integration of gender-responsive pedagogy in senior high schools in the Sunyani Municipality of Ghana. The findings of this study offer insights into the challenges, opportunities, and best practices for integrating gender-responsive pedagogy in the Ghanaian educational system. Additionally, this study highlights the importance of involving students, parents, and policymakers in the development and implementation of gender-responsive pedagogy. This research also provides a basis for future studies on gender-responsive pedagogy in the Ghanaian context and can inform policy and practice in promoting gender equality and inclusive education in Ghana and beyond.
Suggestions for Further Studies
Further studies can explore the effectiveness of gender-responsive pedagogy in other regions of Ghana and Africa, as well as in other educational levels beyond senior high schools. Future research can also investigate the impact of gender-responsive pedagogy on students’ academic performance and career choices, as well as on teachers’ attitudes and professional development. Additionally, it would be useful to explore the potential of technology in promoting gender-responsive pedagogy, such as the use of online platforms and digital tools to support inclusive and equitable teaching and learning practices.
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