An evaluation of the implementation of gender responsive pedagogy in science education: a comparative study of teacher training institutions in Uganda

Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Mweru Mwingi

Department

Institute for Educational Development, East Africa

Abstract

This study focused on evaluating the implementation of gender-responsive pedagogy (GRP) in science education within teacher training institutions in Uganda and its significance in promoting equity and inclusion. The study objectives included examining the understanding of the concept gender responsive pedagogy, assessing its level of implementation, and measuring the impacts on students learning outcomes and engagement. Comparative case study was employed within mixed methods to engage science tutors and teacher trainees in two teacher training colleges within Arua city in Uganda. Survey questionnaires were administered to science tutors to gather information on their understanding of GRP and implementation strategies. Lessons were observed to assess the level of gender inclusiveness through language use, teaching methods, sitting arrangements, and teaching materials. Data analysis tool was employed to analyze the impacts of GRP on performance. The data collected was thematically analyzed based on understanding the concept of GRP, strategies of implementation and impacts on learners’ achievements inform of improved performance with increased levels of engagement and motivation. The study identified successful implementation of GRP, including transformed mindsets, inclusive teaching practices, and safe learning environments. However. Based on the findings, it is recommended to enhance the integration of GRP into science education curricula within TTIs. This can be achieved through providing additional resources, improving practical training opportunities, and offering continuous professional support for teachers. Collaboration between TTIs, policymakers, and stakeholders is crucial to address implementation challenges. Therefore, addressing these challenges and capitalizing on successes, science education can become more equitable, inclusive, and impactful. Teacher training institutions play a key role in shaping the adoption and improvement of GRP practices, ultimately benefiting students of all genders.

First Page

1

Last Page

84

This document is available in the relevant AKU library.

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