THE PRACTICE AND AWARENESS OF GENDER RESPONSIVE INSTRUCTIONAL APPROACHES DURING COLLEGE OF EDUCATION CHEMISTRY LESSONS - A CASE STUDY

Solomon Boachie, Francis Quansah, Emmanuel K. Oppong

Abstract


This study examined the awareness level of chemistry tutors on gender responsive instructional approaches, and the extent to which the tutors apply gender responsive teaching practices in chemistry lessons at St. Ambrose College of Education in Ghana. A case study design was adopted for this study. Non-probability sampling techniques were used for the study. Specifically, the quota sampling and the purposive sampling procedure were adopted for the study. Purposive sampling procedure was used to select two chemistry tutors and a vice principal of the college. The student population was 72. Quota sampling was used to select 20 % of 38 females and 20 % of 34 males for the study. The sample for the study was 18. An interview guide and structured observation checklists were the main instruments used for the data collection. To determine the reliability of the interview questions and observation guide for both students and tutors, pilot test was conducted at Foso College of Education. Manual analysis was used to analyse the data. Thematic analysis was used for the analysis. The findings from the study revealed that chemistry tutors have adequate knowledge in gender instructional approaches because of regular professional development sessions. The vice principal, chemistry tutors and students identified the lack of chemistry laboratory, unsuitable classroom set up and desks and the weak guidance and counselling unit as the major hindrances to effective implementation of gender responsive instructional approaches during chemistry lessons. It was recommended that ergonometric desk, guidance and counselling unit, adequate teaching learning resources and chemistry laboratories should be provided to enhance effective implementation of gender pedagogy during chemistry lessons.

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practice, awareness, gender responsive, instructional approaches, chemistry

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v6i2.4084

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