Influence of Teacher Pedagogical Practices on Gender in Nairobi Informal Settlements and Kilifi County Schools, Kenya

Abstract

This paper examines teachers’ pedagogical practices in the classroom and their implications on girls’ learning outcomes. The paper is based on a qualitative case study of selected schools in Nairobi and Kilifi counties in Kenya. A total of six primary schools; four in Nairobi informal settlements and two from Kilifi (representing the arid and semi- arid lands) participated in the study. A total of 220 informants including 189 children and 31 adults were interviewed individually or in groups. The study utilised observations, interviews, Focus Group Discussions (FGDs), and mapping methods to generate data. Results indicated that teachers engaged boys more than girls in the learning processes, grouping learners according to their abilities that saw girls fall into poor performing categories. The study concluded that gender-biased pedagogical practices marginalised girls further hence limiting their chances of acquiring quality education and equity for sustainable development. The paper recommends retooling teachers on gender responsive pedagogy.