Thesis:

Influence of gender responsive pedagogy on girls’ Participation in education in public primary schools in Samburu central sub-county, Samburu county, Kenya

The purpose of this research aimed at evaluating gender responsive pedagogy on girls’ participation in public primary schools in Samburu Central Sub- County. Objectives driving investigation were to establish influence of learner centered pedagogy, language use, instructional materials and classroom management on girls’ participation in primary schools. Systems theory, gender schema and theory of student participation formed theoretical framework. Mixed methodology and descriptive research design were applied. A target population of 3,237 participants comprising of 60 Headteachers, 95 Guidance and Counselling teachers, 102 Class teachers, 580 parents and 2,400 girls in Grades IV to VI. Using Yamane’s formulae, 15 Head Teachers, 60 Guidance and Counselling teachers, 65 Class teachers, 80 Parents and 136 girls in Grades IV to VI was realized. Questionnaires together with interview as well as focus group guides were main instruments for gathering data. However, so that to test reliability of tools piloting was done using 40 participants in 2 selected primary public schools in Samburu East Sub-County because it has similar traits to Sub-County of study. Then Cronbach Alpha technique was used where a reliability of at least 0.75 was considered. For establishment of content validity expert judgement was applied but face validity was tested via pre-testing in pilot research. Member checking technique together with triangulation aided in assuring credibility of instrument while dependability of tools was facilitated by way of having all qualitative research obtained from participants being reported in details. Qualitative information collection was attained by use of document analysis, interview and focus group guides while quantitative data gathering was aided by using questionnaire. On the other hand, thematic analysis for qualitative data aided for qualitative information analysis of which was then presented in narration format but for quantitative data frequency tables and percentages came into place then all quantitative findings presented in form of pie chart, bar graph as well as tables but for inferential findings through Karl Pearson way of analyzing data using Statistical Packages for Social Science (SPSS) version 24. However, findings demonstrated using learner centered pedagogy that engages girls facilitates girls’ participation although boys were found to dominate during such engagements. Furthermore, some social settings in society tend to promote boys’ performance by referring to boys as better in science subjects than girls through language use making girls participation in primary education negatively affected. Moreover, inadequacy of instructional materials was observed where teacher involvement in provision of instructional materials was found to be limited while concerning class management outcomes revealed that seating arrangements, classroom décor and learners’ inappropriate behaviors management as major practices influencing girls’ participation. However, research recommends for Ministry of education to empower teacher through training to equip teachers with skills that engages girls effectively, headteachers through aid of ministry of education to have school programs for parents that focus on public awareness on importance of language use, headteachers to effectively involve teachers in provision of instructional resources while class teachers ought to ensure seating arrangements, class décor with proper behavior management promote girls education in primary schools.