Solomon Boachie, Francis Quansah, Emmanuel K. Oppong


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.

Article visualizations:

Hit counter


practice, awareness, gender responsive, instructional approaches, chemistry

Full Text:



Abraha, M., Dagnew, A., & Seifu, A. (2019). Gender responsive pedagogy : Practices, challenges & Opportunities - A case of secondary schools of North Wollo Zone, Ethiopia. Journal of education, society and behavioural science, 30(3), 1–17.

Ananga, E. (2021). Gender Responsive Pedagogy for Teaching and Learning: The Practice in Ghana’s Initial Teacher Education Programme. Creative Education, 12, 848-864

Andersson, K. (2016). Chemistry for whom? Gender awareness in teaching and learning chemistry. Cultural Studies of Science Education. Springer Netherlands.

Bryman, A. (2008). Social research methods, (3rd). Oxford University Press.

Bryman, A. (2012). Social research methods (4ed). Oxford University Press.

Carter, S. M. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. Qualitative health research, 17(10), 1316–1328.

Chambliss, D. F & Schutt, R. K (2009). Making sense of the social world methods of investigation (3rd ed). Pine Forge Press. SAGE Publications.

Creswell, J. W. (2012). Qualitative, quantitative, and mixed methods approaches. research design (4th ed). Sage Publication Ltd.

Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford

GES (2018). The Gender Handbook for Teaching Practice Mentors: A Guide for Implementing Gender Responsive Pedagogy, Policies and Practices during Teaching Practice. Accra: GES.

Jones, M., & Araje, L. (2002). Vygotsky’s social constructivists theory of learning. American communication journal, 5(3), 1–3.

Kahamba, J. S., Massawe, F. A., Kira, & E. S. (2017). Awareness and practice of gender responsive pedagogy in higher learning institutions: The case of Sokoine University of Agriculture, Tanzania. Journal of education, humanities and sciences, 6(2), 1–16.

Kalina, C. (2009). Cognitive and social constructivism: developing tools for an effective classroom. Education, 130(2), 241–250.

Kreitz-Sandberg, S. (2016). Improving pedagogical practices through gender inclusion: examples from university programmes for teachers in preschools and extended education. International journal for research on extended education, 4(2), 71–91.

Lindsey, L. L. (2015). Gender roles: A sociological perspective. Routledge.

Makoye, H. (2005). Gender responsive pedagogy (1st ed.). Nairobi, Kenya: Forum for African Women Educationalists (FAWE).

Mckinley, J. (2015). Critical Argument and writer identity : social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(September), 184–207.

Mlama, P., M. Dioum, H. Makoye, L. Murage, M. Wagah, & R. Washika (2005). Gender Responsive Pedagogy: A Teacher's Handbook. Nairobi: Forum for African Women Educationalists (FAWE).

MoE (2018). Education Strategic Plan 208-2030. Accra: Ministry of Education.

Nabbuye, H. (2018). Gender-sensitive pedagogy: The bridge to girls’ quality education in Uganda. Kampala.

Sidhu, K. S. (2003). Methods of research in education. New Delhi: Sterling Publishers.

Sperling, G. & Winthrop. R. (2016). What works in girls’ education? Washington DC: Brookings Institution Press.

UNESCO. (2012). Education for sustainable development. Paris, France: UNESCO Education Sector. University Press.

Wahyuni, D. (2012). The research design maze : understanding paradigms, cases, methods and methodologies. JAMAR Research, 10 (1), 69–80.

Yin, R. K. (2009). Case study research design and methods (4th ed). Sage. Publication, Inc.



  • There are currently no refbacks.

Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).