Baseline Study of Teachers’ Knowledge and Implementation of Gender-Responsive Pedagogy at Basic Education Level in Sokoto State, Nigeria
*1Murja Lawal Musa and 2Sirajo Alhaji Ladan
*1Department of Educational Foundations, Umaru Musa Yar’adua University Katsina, Katsina State, Nigeria. Email: murja.lawal@umyu.edu.ng
2Department of Educational Foundations, Usmanu Danfodiyo University, Sokoto-Nigeria. Email: sirajo.ladan@udusok.edu.ng
Abstract
The main thrust of the study was to assess teachers’ level of knowledge of gender-responsive pedagogy and determine the extent of its implementation in classroom practices. The study adopted a mixed-method research design, combining a descriptive survey design for the quantitative component and a phenomenological design for the qualitative component. The population comprised 1,111 teachers across 24 public basic education levels in Sokoto metropolis. A total of 278 teachers were selected for the quantitative phase using the Research Advisors (2006) sample size table and stratified random sampling technique, among which 17 teachers were purposively selected for qualitative interviews. The instruments used for data collection were a structured questionnaire titled Teachers’ Knowledge and Implementation of Gender-Responsive Pedagogy Questionnaire, classroom observation checklist and an interview guide. The instruments were validated by experts in Educational Measurement and Sociology of Education, while reliability of the questionnaire was established using Cronbach’s Alpha coefficient of 0.70 and 0.73. Data were analyzed using descriptive statistics of mean score, while qualitative data were analyzed thematically. The findings revealed that teachers had a generally low level of knowledge of gender-responsive pedagogy (grand mean = 2.49), while the extent of implementation was moderate (grand mean = 2.50). The study concluded that teachers demonstrate limited conceptual understanding but moderate application of gender-responsive practices in classrooms. It recommended continuous teacher training and capacity-building programmes to strengthen teachers’ knowledge and ensure more consistent implementation of gender-responsive pedagogy in basic education schools in Sokoto State.
Keywords: Gender-Responsive Pedagogy, Teachers’ Knowledge, Classroom Implementation, Basic Education, Stopped
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