Utilisation of gender responsive pedagogy in classroom instructions among secondary school Mathematics and Science subjects in Tanzania

Abstract

The educational gender divide has been a concern over decades in which teachers tend to embrace gender blind classroom instructions which strengthen gender discriminations in the classroom. In such classrooms, male students are tolerable to dictate discussions and classroom space thus leading to inequalities. This study examines the extent to which teachers use gender-responsive pedagogy (GRP) in their Mathematics and Science subject classrooms with a view to improving their teaching practices and highlight areas requiring further training support. It also explores the challenges faced by teachers in using GRP. Mixed-method research approach was considered appropriate in understanding teachers’ use of gender-responsive pedagogy. A total of 214 respondents were sampled comprising of 183 Science and Mathematics teachers, 6 tutors, 12 Heads of Schools, 3 Regional Education Officers, 5 District Education Officers, 5 District Quality Assurance Officers were purposively sampled. Data were collected using questionnaires, interviews and classroom observations. The results indicate that more than 75% teachers mainstreamed gender in their teaching roles. It was revealed 36.61% of the 183 teachers seemed to struggle with GRP. These were mainly those who had not attended training or only attended once. Some challenges impeding the use of GRP to some teachers were highlighted. There is a need for more trainings for those who had not been trained arises.