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Research Article
Gender Responsive Pedagogical Practices in Secondary School Teaching and Learning in Oyo State Nigeria
Issue:
Volume 11, Issue 1, March 2026
Pages:
1-13
Received:
17 April 2025
Accepted:
3 May 2025
Published:
7 January 2026
Abstract: Gender-Responsive Pedagogy (GRP) is an educational approach designed to address and challenge gender biases within teaching practices, creating equitable learning environments for both male and female students. In countries like Nigeria, gender disparities persist in education, particularly at the secondary school level. These disparities are influenced by socio-cultural norms, inadequate teacher training, and a lack of gender-sensitive resources, which can hinder students' learning opportunities and academic achievement. In Oyo State, gender-responsive teaching practices remain underexplored, despite their potential to promote educational equity. This study explores the implementation of GRP in secondary schools in Oyo State, focusing on how teachers integrate GRP into their teaching methods, the barriers and facilitators to its mainstreaming, and its impact on student learning, qualitative research design was employed, utilizing two primary data collection methods: Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs). The study included two FGDs with a total of fifteen students (eight and seven participants respectively) and ten KIIs with key stakeholders, including the Director of Quality Assurance, Director of Schools, school counselors, and six secondary school teachers. The data were analyzed using thematic analysis with the help of Atlas.ti software, focusing on four core objectives: assessing GRP implementation, identifying barriers and facilitators, exploring the perceived significance of GRP for students, and recommending strategies for better integration of GRP. he findings revealed significant barriers, including insufficient teacher training, lack of resources, and resistance due to limited understanding of GRP’s benefits. Despite these challenges, there were also positive facilitators such as teacher willingness and the positive impact of GRP on student engagement and achievement. The study concludes with recommendations to enhance teacher training, increase resource allocation, and foster stronger support for GRP at the school and policy levels to improve educational outcomes and promote gender equality in Oyo State.
Abstract: Gender-Responsive Pedagogy (GRP) is an educational approach designed to address and challenge gender biases within teaching practices, creating equitable learning environments for both male and female students. In countries like Nigeria, gender disparities persist in education, particularly at the secondary school level. These disparities are influ...
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Research Article
From Intention to Choice: Factors and Barriers to
Post-secondary Educational Decisions in Sports and Youth Fields in Benin
Issue:
Volume 11, Issue 1, March 2026
Pages:
14-21
Received:
7 December 2025
Accepted:
20 December 2025
Published:
29 January 2026
Abstract: This article aims to describe and analyze post-baccalaureate guidance practices in Benin, using INJEPS as a case study. Using a mixed methodology combining qualitative and quantitative tools, questionnaires were administered to 104 INJEPS students, while semi-structured interviews were conducted with administrative officials from high schools, middle schools, and INJEPS. The data collected revealed that 65.4% of students did not receive guidance counseling and that their main sources of information are parents (62.8%) and friends (37.2%), while institutional supports remain largely underexploited given their virtual non-existence. In addition, the determining factors of choices mainly include professional opportunities (74.5%) and the possibility of obtaining a scholarship (49%). However, the lack of collaboration between high schools and INJEPS, as well as the lack of institutional efforts to provide clear and accessible information, constitute major obstacles. These results highlight that the choices of baccalaureate holders’ courses are influenced by intrinsic and extrinsic motivations, although the absence of structured guidance mechanisms limits the ability to make fully informed study choices. This situation, which is very detrimental for all actors, should be the subject of several well-developed reflections and actions to correct the course and allow students to make better guidance choices; this should allow them to have a better university journey.
Abstract: This article aims to describe and analyze post-baccalaureate guidance practices in Benin, using INJEPS as a case study. Using a mixed methodology combining qualitative and quantitative tools, questionnaires were administered to 104 INJEPS students, while semi-structured interviews were conducted with administrative officials from high schools, midd...
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Research Article
Exploring Stakeholders’ Views on Chemistry Curriculum Implementation in Teacher Education
Soloman Boachie*,
Francis Quansah,
Emmanuel Kyame Oppong,
Arkoful Sam,
Yeboah Adjei
Issue:
Volume 11, Issue 1, March 2026
Pages:
22-30
Received:
16 December 2025
Accepted:
26 December 2025
Published:
24 February 2026
DOI:
10.11648/j.tecs.20261101.13
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Views:
Abstract: The recent restructuring of the Colleges of Education (CoE) curriculum in Ghana into a four-year Bachelor of Education (B.Ed.) programe aims to equip pre-service teachers with the pedagogical, scientific, and technological competencies required for effective teaching in 21st-century classrooms. Despite these reforms, evidence on how the chemistry curriculum is being implemented from the perspectives of key stakeholders remains limited. This study, therefore, explored stakeholders’ views on the implementation of the B.Ed. Chemistry curriculum in Colleges of Education. Using a convergent mixed-method design, data were collected from twenty-five purposively selected participants, comprising pre-service teachers, chemistry lecturers, heads of chemistry departments, and quality assurance officers. Quantitative data were gathered using Likert-scale questionnaires and analysed descriptively with SPSS (version 20.0), while qualitative data from semi-structured interviews were analysed thematically. Findings from both quantitative and qualitative analyses revealed strong convergence around two significant implementation challenges: inadequate instructional resources and insufficient time for sustained professional development. Although chemistry lecturers generally perceived the curriculum as clearly communicated, relevant to societal and scientific needs, and well aligned with national educational priorities, they reported significant disparities in laboratory facilities, teaching aids, ICT resources, and financial support across institutions. These disparities constrain effective practical chemistry instruction and limit opportunities for inquiry-based and hands-on learning. The study further found that lecturers’ involvement in curriculum planning and review processes enhances professional ownership and instructional relevance. The study concludes that while the reformed chemistry curriculum is conceptually sound, addressing resource inequities and strengthening institutional support mechanisms are critical for achieving consistent and effective curriculum implementation across Colleges of Education.
Abstract: The recent restructuring of the Colleges of Education (CoE) curriculum in Ghana into a four-year Bachelor of Education (B.Ed.) programe aims to equip pre-service teachers with the pedagogical, scientific, and technological competencies required for effective teaching in 21st-century classrooms. Despite these reforms, evidence on how the chemistry c...
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,
Ifeoluwa Eunice Adewole
