GENDER-RESPONSIVE PEDAGOGY AND GIRLS’ PARTICIPATION IN PUBLIC SECONDARY SCHOOL IN WAJIR EAST SUB COUNTY KENYA
Abstract
This study examined the impact of gender-responsive pedagogy on girls' participation in public secondary schools in Wajir East Sub-County, Kenya. The study was grounded on Social Learning Theory. Employing a quantitative research design, the study collected numerical data that were statistically analyzed. The target respondents were school management staff, including principals, teachers, and administrators, from 14 mixed secondary schools in Wajir East Sub-County, totaling 210 respondents. The sample size was 137 respondents, selected through a stratified random sampling technique. Data were collected using a structured questionnaire. Interview guide comprising of closed-ended questions was administered face-to-face. The analysis involved descriptive statistics such as frequency distribution, percentages, and mean scores, as well as inferential statistics like regression analysis, to establish the relationship between gender-responsive pedagogy and girls' participation in public secondary schools. Findings revealed strong support for gender-responsive pedagogy with respondents acknowledging their positive effects on enrollment, retention, and academic performance of female students.
Key Words: Gender-Responsiveness Pedagogy, Education, Wajir East
CITATION: Omar, H. I., & Chui, M. M. (2024). Gender-responsive pedagogy and girls’ participation in public secondary school in Wajir East Sub County Kenya. The Strategic Journal of Business & Change Management, 11 (2), 151 – 160. http://dx.doi.org/10.61426/sjbcm.v11i2.2898
Full Text:
PDFReferences
Aikins, S. T., Nazzar, A. K., & Agbeko, M. A. (2017). Gender-responsive pedagogy and girls’ education in Ghana. Gender and Education, 29(6), 710-725.
Ananga, E. D. (2021). Gender responsive pedagogy for teaching and learning: The practice in Ghana’s initial teacher education programme. Creative Education, 12(4), 848-864.
Asadullah, M. N., Chaudhury, N., & Savoia, A. (2019). Gender-responsive pedagogy and its impact on academic performance and violence against girls in rural Bangladesh. World Development, 122, 389-403.
Chapin, J., & Warne, V. (2020). Gender responsive pedagogy in higher education: a framework. London: International Network for International Network for Advancing Science and Policy (INASP).
Chen, L., Wang, J., & Li, H. (2023). Effectiveness of Teacher Professional Development Programs on Student Learning Outcomes in Urban Secondary Schools. Educational Psychology Review, 68(2), 234-251.
Dorji, T. (2020). Gender responsive pedagogy awareness and practices: A case study of a higher secondary school under Thimphu Thromde, Bhutan. International Journal of Linguistics and Translation Studies, 1(2), 100-111.
Government of Kenya. (2008). Kenya Vision 2030: A Globally Competitive and Prosperous Kenya. Nairobi: Government Printer.
Huisman, J., & Smits, J. (2019). Teachers’ perceptions of girls’ education in secondary schools in Sub-Saharan Africa. International Journal of Educational Development, 68, 131-141.
Johnson, M., Anderson, R., & Smith, K. (2023). The Role of Parental Involvement in Students' Transition to Higher Education: A Longitudinal Study. Journal of Educational Psychology, 56(4), 789-803.
Maliti, E., & Kisanga, D. (2019). Gender-responsive pedagogy and girls’ education in Tanzania: An assessment of implementation and impact. Journal of Education and Practice, 10(19), 61-70.
Nakabugo, M. G., Batanda, G., & Mukasa, M. S. (2020). The effect of gender-responsive pedagogy on girls’ participation and academic performance in secondary schools in Uganda. Education and Society, 38(3), 58-70.
Omar, A. (2019). Examining the Role of Parental Communication in Promoting Girls' Participation in Public Secondary Schools: A Study in Wajir East Sub County, Kenya.
Rahman, T., Shah, S. A., & Baloch, Q. B. (2019). Gender-responsive pedagogy: A catalyst for enhancing girls’ education in Pakistan. Gender and Education, 31(7), 906-922.
Salem, F. A. (2018). The impact of gender-responsive pedagogy on girls’ achievement in Jordan. Educational Research for Social Change, 7(2), 60-73.
Shah, S., & Mukhtar, A. (2019). Availability of Educational Resources and Girls’ Academic Achievement: A Study of Public Secondary Schools in Pakistan. European Journal of Education Studies, 6(2), 187-203.
Sharma, R., Gupta, S., & Verma, A. (2022). Impact of Community Engagement on Students' Academic Achievement in Rural Primary Schools in India. Journal of Educational Research, 45(3), 123-137.
Shrestha, A., Ojha, J. K., & Adhikari, K. (2020). Gender-responsive pedagogy and its impact on girls’ academic achievement in Nepal. Journal of Education and Practice, 11(5), 73-83.
Singh, G., & Verma, D. (2017). Effectiveness of guidance and counseling services in reducing dropouts among secondary school girls in India. Journal of Education and Practice, 8(19), 57-61.
UNESCO. (2017). Education under attack 2018. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247975
United Nations Girls' Education Initiative (UNGEI). (2018). From Access to Quality: Transforming Girls' Education in India.
Wajir East Sub-County Education Office. (2022). Education Statistics Report. Wajir: Ministry of Education.
World Bank. (2018). Gender and Education in Sub-Saharan Africa: A Review of Constraints and Opportunities. Washington, DC: World Bank Group.
DOI: http://dx.doi.org/10.61426/sjbcm.v11i2.2898
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
PAST ISSUES:
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.