@article{10.11648/j.tecs.20261101.11,
  author = {Gideon Seun Olanrewaju and Ifeoluwa Eunice Adewole and Edidiong Simeon Anthony and Timileyin Fashola},
  title = {Gender Responsive Pedagogical Practices in Secondary School Teaching and Learning in Oyo State Nigeria},
  journal = {Teacher Education and Curriculum Studies},
  volume = {11},
  number = {1},
  pages = {1-13},
  doi = {10.11648/j.tecs.20261101.11},
  url = {https://doi.org/10.11648/j.tecs.20261101.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20261101.11},
  abstract = {Gender-Responsive Pedagogy (GRP) is an educational approach designed to address and challenge gender biases within teaching practices, creating equitable learning environments for both male and female students. In countries like Nigeria, gender disparities persist in education, particularly at the secondary school level. These disparities are influenced by socio-cultural norms, inadequate teacher training, and a lack of gender-sensitive resources, which can hinder students' learning opportunities and academic achievement. In Oyo State, gender-responsive teaching practices remain underexplored, despite their potential to promote educational equity. This study explores the implementation of GRP in secondary schools in Oyo State, focusing on how teachers integrate GRP into their teaching methods, the barriers and facilitators to its mainstreaming, and its impact on student learning, qualitative research design was employed, utilizing two primary data collection methods: Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs). The study included two FGDs with a total of fifteen students (eight and seven participants respectively) and ten KIIs with key stakeholders, including the Director of Quality Assurance, Director of Schools, school counselors, and six secondary school teachers. The data were analyzed using thematic analysis with the help of Atlas.ti software, focusing on four core objectives: assessing GRP implementation, identifying barriers and facilitators, exploring the perceived significance of GRP for students, and recommending strategies for better integration of GRP. he findings revealed significant barriers, including insufficient teacher training, lack of resources, and resistance due to limited understanding of GRP’s benefits. Despite these challenges, there were also positive facilitators such as teacher willingness and the positive impact of GRP on student engagement and achievement. The study concludes with recommendations to enhance teacher training, increase resource allocation, and foster stronger support for GRP at the school and policy levels to improve educational outcomes and promote gender equality in Oyo State.},
 year = {2026}
}

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TY  - JOUR
T1  - Gender Responsive Pedagogical Practices in Secondary School Teaching and Learning in Oyo State Nigeria
AU  - Gideon Seun Olanrewaju
AU  - Ifeoluwa Eunice Adewole
AU  - Edidiong Simeon Anthony
AU  - Timileyin Fashola
Y1  - 2026/01/07
PY  - 2026
N1  - https://doi.org/10.11648/j.tecs.20261101.11
DO  - 10.11648/j.tecs.20261101.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 1
EP  - 13
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20261101.11
AB  - Gender-Responsive Pedagogy (GRP) is an educational approach designed to address and challenge gender biases within teaching practices, creating equitable learning environments for both male and female students. In countries like Nigeria, gender disparities persist in education, particularly at the secondary school level. These disparities are influenced by socio-cultural norms, inadequate teacher training, and a lack of gender-sensitive resources, which can hinder students' learning opportunities and academic achievement. In Oyo State, gender-responsive teaching practices remain underexplored, despite their potential to promote educational equity. This study explores the implementation of GRP in secondary schools in Oyo State, focusing on how teachers integrate GRP into their teaching methods, the barriers and facilitators to its mainstreaming, and its impact on student learning, qualitative research design was employed, utilizing two primary data collection methods: Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs). The study included two FGDs with a total of fifteen students (eight and seven participants respectively) and ten KIIs with key stakeholders, including the Director of Quality Assurance, Director of Schools, school counselors, and six secondary school teachers. The data were analyzed using thematic analysis with the help of Atlas.ti software, focusing on four core objectives: assessing GRP implementation, identifying barriers and facilitators, exploring the perceived significance of GRP for students, and recommending strategies for better integration of GRP. he findings revealed significant barriers, including insufficient teacher training, lack of resources, and resistance due to limited understanding of GRP’s benefits. Despite these challenges, there were also positive facilitators such as teacher willingness and the positive impact of GRP on student engagement and achievement. The study concludes with recommendations to enhance teacher training, increase resource allocation, and foster stronger support for GRP at the school and policy levels to improve educational outcomes and promote gender equality in Oyo State.
VL  - 11
IS  - 1
ER  - 

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