Gender-Responsive Pedagogy and Girls’ Participation in Public Secondary School in Wajir East Sub County Kenya

Abstract

This study examined the impact of gender-responsive pedagogy on girls' participation in public secondary schools in Wajir East Sub-County, Kenya. The study was grounded on Social Learning Theory. Employing a quantitative research design, the study collected numerical data that were statistically analyzed. The target respondents were school management staff, including principals, teachers, and administrators, from 14 mixed secondary schools in Wajir East Sub-County, totaling 210 respondents. The sample size was 137 respondents, selected through a stratified random sampling technique. Data were collected using a structured questionnaire. Interview guide comprising of closed-ended questions was administered face-toface. The analysis involved descriptive statistics such as frequency distribution, percentages, and mean scores, as well as inferential statistics like regression analysis, to establish the relationship between genderresponsive pedagogy and girls' participation in public secondary schools. Findings revealed strong support for gender-responsive pedagogy with respondents acknowledging their positive effects on enrollment, retention, and academic performance of female students.