The study assessed the influences of science teachers’ sex and teaching experiences on their gender-responsive pedagogy (GRP) practices of general secondary schools of North Wollo Zone, Ethiopia. It used a case study design and considered science department heads and school principals, and students as data sources comprehensively and purposively, respectively. The researchers collected data via interview and focus group discussion (FGD) and analyzed them thematically. According to the findings, teachers’ sex and teaching experiences did not affect their GRP practicing status. So, it is vital to engage teachers in gender-sensitive teaching that both address students’ different learning styles and preferences.
AbrahaM. (2018). Initiatives of Ethiopian Government in improving females’ participation in the general secondary school science education. Journal of Education and Practice, 9(16), 1–15.
2.
AmroH.MundyM.KupczynskiK. (2015). The effects of age and gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, 1–22.
3.
AntecolH.ErenO.OzbeklikS. (2012). The effect of teachers’ gender on student achievement in primary school: Evidence from a randomized experiment (IZA Discussion Paper No. 6453). https://papers.ssrn.com/sol3/paper.cfn?abstract_id=2039639
4.
AsfawA. (2015). Analysis of gender disparity in regional examination: A case of Dessie town; Ethiopia. Basic Research Journal of Education Research and Review, 4(2), 29–36.
5.
AsfawA. (2011). Participation and performance of female students in biology: The case of three government preparatory schools of Dire Dawa provisional administration [Unpublished master’s thesis]. Haramaya University, Ethiopia.
6.
AyenewB. M.GebremeskalT. G. (2014). Sexual harassment, self-esteem and academic engagement as predictors of academic success of female secondary school students. Science, Technology and Arts Research Journal, 3(2), 229–236.
7.
BestJ.KahanV. (2003). Research in education (9th ed.). Prentice Hall of India.
8.
CreswellJ. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE.
9.
DabaT.AnbesawM. (2016). Factors affecting implementation of practical activities in science education in some selected secondary and preparatory schools of Afar region, North East Ethiopia. International Journal of Environmental & Science Education, 11(12), 5438–5452.
10.
DialJ. (2008). The effect of teacher experience and teacher degree levels on student achievement in mathematics and communication arts [Unpublished doctoral dissertation]. Baker University.
ElstadE.TurmoA. (2009). The influence of the teacher’s sex on high school students’ engagement and achievement in science. International Journal of Gender, Science and Technology, 1(1), 83–104.
13.
EwetanO.EwetanT. (2015). Teachers’ teaching experience and academic performance in mathematics and English language in public secondary schools in Ogun state, Nigeria. International Journal of Humanities Social Sciences and Education, 2(2), 123–134.
14.
FeyeraB. (2014). Major factors that affect grade ten students’ academic achievement in science education at Ilu Ababora general secondary of Oromia regional state, Ethiopia. International Letters of Social and Humanistic Sciences, 32, 118–134. https://doi.org/10.18052/www.scipress.com/ILSHS.32.118
15.
Forum for African Women Educationalists. (2006). Association for the Development of Education in Africa (ADEA): Gender responsive pedagogy. International Institute for Educational Planning.
16.
Forum for African Women Educationalists. (2012). Strengthening gender research to improve girls’ and women’s education in Africa (FAWE Research Series, 2-2011).
17.
GebruS. G.DemekeM. A. (2014). The millennium development goals and the status of gender disparity in Ethiopia: Achievements and challenges. American Scientific Research Journal for Engineering, Technology, and Sciences, 8(1), 56–78.
18.
GeneneB. (2014). Attitude towards achievement of natural science and mathematics stream of female students in colleges of teachers’ education in Oromia region [Unpublished doctoral dissertation]. Addis Ababa University.
19.
GogileA.AlemayehuB. (2016). The status of secondary school science laboratory activities for quality education in case of Wolaita zone, Southern Ethiopia. Journal of Education and Practice, 7(31), 1–11.
20.
HaftuB.GetachewG.SemariaB.MulugetaW. (2015). Sexual abuse and associated factors among female students in Woldiya High School, North Wollo, Ethiopia. Journal of Bio Innovation, 4, 246–256.
21.
HailuH. (2010). Female students’ harassment at the philosophy and sociology Departments of Addis Ababa University: Its effects and mechanisms of response [Unpublished master’s thesis]. Addis Ababa University.
22.
HosseiniF.RahimiM. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3, 57–82.
23.
IdowuO.OgunladeI.OlatundunO.AfolabiC. (2015). Institutionalization of gender mainstreaming in Nigeria’s tertiary. European Scientific Journal. [Special edition], 1857–7431.
24.
IgberadjaS. (2016). Effects of teachers’ gender and qualification on students’ performance in vocational technical education. Journal of Technical Education and Training, 8(1), 34–42.
25.
KarimZ.ShahidulS. (2015). Factors contributing to school dropout among the girls: A review of literature. European Journal of Research and Reflection in Educational Sciences, 3(2), 26–36.
26.
KarippaiR.BelayK. (2010). Final report of national assessment on girls’ education in Ethiopia: Challenges and opportunities at primary and secondary school levels. Haramaya University.
27.
KudjoA.KwasiD. (2016). Girls education in science: The challenges in Northern Ghana. Journal of Education & Social Policy, 3(1): 82–96.
28.
KurgatS.GordonT. (2014). The effects of teacher characteristics and attitudes on student achievement in KCSE economics examination. International Journal of Education Learning and Development, 2(5), 33–43.
29.
MlamaP.DioumM.MakoyeH.MurageL.WagahM.WashiaR. (2005). Gender responsive pedagogy: A teacher’s handbook. Forum for African Women Educationalists.
30.
Ministry of Education (MoE). (2014). Gender-responsive pedagogy manual for pre-service and in-service teacher training. Federal Democratic Republic of Ethiopia.
31.
NjambiL.WanjiruF. (2016). Case study: Documentation of pedagogy as a best practice by the Forum of African Women Educationalists. Nairobi, Kenya. doi: 10.13140/RG.2.1.3053.9764
32.
OgatoG. (2013). The quest for gender equality and women’s empowerment in least developed countries: Policy and strategy implications for achieving millennium development goals in Ethiopia. International Journal of Sociology and Anthropology, 5(9), 358–372.
33.
OlayemiA. (2018). Impact of age and gender on high school students’ academic performance in economics: A case study analysis. International Journal for Innovative Research in Multidisciplinary Field, 4(1), 8–15.
34.
ParkesJ.RossF.HeslopJ.WesterveldR.UnterhalterE. (2017). Addressing school-related gender-based violence in cote d’Ivoire, Togo, Zambia and Ethiopia: A cross-country report. UCL Institute of Education.
35.
SheraliY.AsadN.AllanaA. (2010). Gender in academic settings: Role of teachers. International Journal of Innovation, Management and Technology, 1(4), 343–348.
36.
ShiferawT. (2009). Understanding female students’ academic performance: An exploration of the situation in south nations nationalities and peoples regional state of Ethiopia. International Institute of Social Studies.
37.
SwansonR.HoltonE. (2005). Research in organizations: Foundations and methods of inquiry. Berrett-Koehler.
38.
TafaseT. (2013). Disparity in academic achievement in selected colleges of teachers education in Oromia region. Ethiopian Journal of Education and Sciences, 9(1): 15–38.
39.
TegegneK. (2006). Factors affecting gender equality in private higher education of Ethiopia: The case of North Gondar. In Proceedings of the Fourth National Conference on Private Higher Education in Ethiopia (pp.460–474). Gonder University.
40.
United Nations Children’s Emergency Fund. (2018). Girls’ education: Learning and development. Addis Ababa.
41.
VincentW. (2015). Effects of concept mapping based instruction on students’ achievement in physics in public secondary schools [Unpublished master’s thesis]. Kenyatta University.
42.
WinkelmannT. (2016). The impact of teacher gender on elementary students’ academic performance [Unpublished doctoral dissertation]. Baker University.
43.
The World Bank. (2005). Gender equity in junior and senior secondary education in Sub-Saharan Africa. Africa Region Human Development Department.
44.
YilmaG. (2013). Migration of school girls from Raya Kobo Wereda to Middle East: Antecedents and consequences [Unpublished master’s thesis]. Addis Ababa University.
45.
ZhangD. (2008). The effects of teacher education level, teaching experience, and teaching behaviors on student science achievement [Unpublished doctoral dissertation]. Utah State University.
