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

Authors

  • Solomon Boachie Department of Science, St. Ambrose College of Education, Dormaa-Akwamu, Ghana
  • Francis Quansah Department of Science, Foso College of Education, Assin Foso, Ghana
  • Emmanuel K. Oppong Department of Chemistry Education, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejoe.v6i2.4084

Keywords:

practice, awareness, gender responsive, instructional approaches, chemistry

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.

Author Biographies

  • Solomon Boachie, Department of Science, St. Ambrose College of Education, Dormaa-Akwamu, Ghana
    Solomon Boachie, MPhil. Science Education, Professional Science Educationist.
  • Francis Quansah, Department of Science, Foso College of Education, Assin Foso, Ghana
    Francis Quansah, MPhil. Science Education, Professional Science Educationist.
  • Emmanuel K. Oppong, Department of Chemistry Education, University of Education, Winneba, Ghana
    Emmanuel Kyame Oppong (PhD), Natural Products, Dip. Education, Natural Product Chemist and Educationist.

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Published

2021-12-29

Issue

Vol. 6 No. 2 (2021)

Section

Articles

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