Assessing Teachers’ Knowledge and Attitude on Gender Based Pedagogy (GBP) in Public Primary Schools in Ijebu Ode Local Government, Ogun State, Nigeria

Abstract

This study assessed teachers’ knowledge and attitudes toward Gender Responsive Pedagogy in public primary schools in Ijebu Ode Local Government, Ogun State, Nigeria. Gender responsive pedagogy is a teaching and learning approach that acknowledges the specific needs, interests, and experiences of both female and male students to create a more inclusive and equitable classroom. This approach is effective in reducing sexual harassment cases in the school system, as the rate of Gender-Based Violence since COVID-19 has escalated among primary school pupils. GBV has become a deeply rooted issue across all levels of education, threatening learners' rights, undermining educational equity, and impeding sustainable development goals. Cultural norms that silence the voices of children—particularly girls—worsen the situation. A descriptive survey research design was adopted, and three research questions were raised using a purposive sampling method. 44 STEM teachers were trained on the use of gender responsive pedagogy to teach, and they were observed for a period of four weeks in their classrooms. A pre-test and post-test were done using a structured questionnaire titled "Gender-Responsive Pedagogy and Gender-Based Violence Questionnaire, designed to assess teachers’ knowledge, attitudes, and classroom practices. The findings showed that there was a significant difference in knowledge of teachers on GRP before and after the training as reflected in their mean scores (t = -4.738; df = 36; p<0.05) and attitude of teachers to GRP before and after the training as reflected in their mean scores (t = -6.491; df = 36; p<0.05). In addition, teachers’ knowledge, gender, and religion did not have a significant contribution to teachers’ attitude to Gender Respnosive Pedagogy (? = 0.25; t = 1.58; p>0.05); (? = 0.29; t = 1.82; p>0.05); (? = 0.51; t = 0.32; p>0.05). Therefore, the study recommended that for gender-responsive pedagogy to be fully realized, ongoing professional development, supportive policy frameworks, and school-level commitment are essential. Empowering teachers with the necessary tools, knowledge, and confidence will not only improve learning outcomes for all students but also contribute to broader societal progress toward gender equality.