A Gender-Based Comparison of Science Teachers’ Knowledge about Instructional Strategies
DOI:
https://doi.org/10.61506/01.00034Keywords:
Instructional strategies, lecture strategies, demonstration strategies, problem-solving strategies, questioning strategies, and cooperative learning strategiesAbstract
This research study delves into the realm of science education, specifically focusing on the knowledge and utilization of instructional strategies by science teachers. The primary objective is to investigate whether there are discernible gender-based differences in science teachers' awareness, understanding, and implementation of various instructional strategies, encompassing lecture-based methods, demonstration techniques, problem-solving approaches, questioning and inquiry-based strategies, as well as cooperative learning strategies within the classroom. The study employs a quantitative methodology, utilizing multiple-choice questionnaire (MCQs) to gather data from a diverse sample of 826 secondary school science teachers and analyze the gender-based level of secondary school science teachers’ knowledge about instructional strategies using Microsoft Excel and Statistical Package for Social Science (SPSS-24). This study uncovers that gender-based differences exist not only in the level of awareness and understanding of instructional strategies but also in their practical implementation. The outcomes of this study hold significance for both educational theory and practice. By identifying gender-related trends in science teachers' instructional strategy awareness and application, science teachers, administrators, and policymakers can gain insights into areas that might necessitate targeted professional development or intervention.
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