Examining the influence of gender-responsive pedagogies on students’ academic performance in secondary schools in Tanzania: The case of Mafia, District

Abstract

The relationship between gender-responsive pedagogy and student learning is seldom investigated. This study, therefore, examined the influence of gender-responsive pedagogies on students’ academic performance in Tanzanian secondary schools. The study employed a mixed methods research approach to gain an in-depth understanding of the phenomena under investigation. A total of 249 participants engaged in surveys and interviews. The reliability of the instruments was assessed by using Cronbach’s Alpha. Descriptive statistics and multiple linear regression models were used in analysing quantitative data. The findings revealed that most secondary school teachers possessed an understanding of gender-responsive pedagogies, particularly in adopting gender-sensitive language and considering the distinct needs of both male and female students in their teaching practices. Several practices significantly and positively influence students’ academic performance. These include teaching reinforcement (β=0.176, P=0.001), giving sufficient time for shy students to answer questions (β=0.163, P=0.001), encouraging mixed-gender groups (β=0.036, P=0.205), and providing equal opportunities for students to be group leaders (β=0.084, P=0.001). The study recommends that awareness creation through pre-service and in-service teacher education would facilitate teachers to become more proficient in using gender-responsive pedagogies.