The Effect of Interactive Teaching Approaches on Gender-Based Academic Achievement Disparity Alleviation The Cases of Colleges of Teachers Education in Oromia National Regional State, Ethiopia

Abstract

This study was conducted in Jimma and Nakamte College of Teachers Education. It wasset to identify ranges of interactive teaching approaches that maximize students’ learningengagement so as to alleviate gender-based academic achievement disparities. Threehundred twelve first year students were selected from colleges of social sciences andnatural sciences. A two-way (two-by-three levels, which forms six combinations)factorial experimental research design was employed to investigate combinations of theapproaches that enhance gender-based academic achievement parity. Each sampled classwas randomly assigned to one of the combinations. Teacher trainers who had beenoffering courses for the selected classes were trained intensively on those interventionvariables to maximize its effects. The study indicated that post-test average scores ofmale and female students significantly increased. Yet, females were more facilitated thanmales under these teaching approaches. Scheffe’s post hoc tests verified that cooperativelearning-small group seating, gender responsive pedagogy-small group seating, genderresponsive pedagogy-whole class seating and teacher immediacy behaviour-whole classseating related combinations were found better effective approaches to improve learningengagement and then to combat gender-based academic achievement disparity.Therefore, teachers are needed to maintain balance and to deepen their skills of genderresponsive pedagogy. Besides, cooperative learning, teachers’ immediacy behaviors,classroom setting and management need critical attention to alleviate gender-basedacademic achievement disparity.