Implementation of Gender-Responsive Pedagogy Approaches in Public Secondary Schools in Mafia District, Tanzania

Background: Education is regarded as a social transformation tool that empowers individuals’ knowledge, skills, and values to improve their lives and stimulate socio-economic change. Gender-responsive pedagogy (GRP) emerges as a transformative approach that addresses existing gender gap in students’ learning in Mafia district of Tanzania. Objective: This study assessed the implementation of GRP approaches in public secondary schools in Mafia District, Tanzania. Method: The study adopted quasi-experimental research design which used random selected sample of 249 respondents (184 students and 65 teachers). Data were collected using questionnaire, interviews and focus group discussions. Data were analysed using descriptive statistics, independent-samples t-test, and thematic analysis. Results: Findings show significant use of GRP approaches among teachers and improved examination performance of students in secondary schools that implemented GRP intervention in comparison to other schools in Mafia district of Tanzania that did not implement GRP. Conclusion: Gender-responsive pedagogy is important in enhancing students’ learning and academic performance in secondary schools in Mafia district of Tanzania. Unique Contribution: This study adds to the body of knowledge in the area of GRP intervention in enhancing teaching and academic performance in secondary schools. Key Recommendation: The government and non-governmental institutions should provide periodic GRP trainings for teachers to improve academic performance of both boys and girls in Tanzania.